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Submission ID trn:oid:::1:3491244925 Page 7 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 Journal of General Education and Humanities Vol.
No.
February 2026, pp.
1693 Ae 1703, https://doi.
org/10.
58421/gehu.
ISSN 2963-7147
The Influence of Non-Specialist Teacher Competence on the Success of Arabic Language Learning at MI Nurul Huda Karangtalok Pemalang Atiul Fana1.
Taufiqur Rohman2 Universitas Islam Negeri K.
Abduarrahman Wahid Pekalongan.
Indonesia Article Info Article history:
Received 2026-01-29 Revised 2026-02-12 Accepted 2026-02-21 Keywords:
Arabic Language Learning Learning Success Madrasah Ibtidaiyah Non-Specialist Teacher Teacher Competence ABSTRACT This study aims to analyze the effect of non-specialist teacher competence on the success of Arabic language learning at MI Nurul Huda Karangtalok.
Pemalang.
The research employed a quantitative approach using an explanatory research design with a correlational The population consisted of 60 students, all of whom were selected as the research sample using a saturated sampling technique.
Data were collected using a closed-ended questionnaire based on a five-point Likert scale to measure non-specialist teacher competence and learning success.
The data were analyzed using validity and reliability tests, normality tests, simple linear regression, t-tests, and coefficient of determination analysis.
The results revealed that nonspecialist teacher competence had a positive and significant effect on the success of Arabic language learning, with a significance value of 000 (<0.
The coefficient of determination (RA) was 0.
indicating that teacher competence accounted for 36.
0% of learning These findings suggest that non-specialist teacher competence plays an important role in improving Arabic language learning success at the Madrasah Ibtidaiyah level.
Keywords: teacher competence, non-specialist teacher, learning success.
Arabic language learning.
Madrasah Ibtidaiyah.
This is an open-access article under the CC BY-SA license.
Corresponding Author:
Atiul Fana Universitas Islam Negeri K.
Abduarrahman Wahid Pekalongan Email: atiul.
fana@mhs.
INTRODUCTION
Arabic holds a strategic position in madrasah education, as it serves not only as a medium for understanding Islamic sources such as the QurAoan.
Hadith, and classical Islamic texts, but also as a foundation for developing studentsAo language competence from an early stage .
, .
Mastery of Arabic enables students to access religious knowledge directly from primary sources, thereby strengthening their religious understanding and identity.
Arabic language learning contributes to the development of linguistic skills.
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cognitive abilities, and cultural awareness, which are essential for studentsAo holistic development in Islamic educational institutions.
At the Madrasah Ibtidaiyah (MI) level.
Arabic language learning is expected to equip students with fundamental competencies, including vocabulary acquisition, basic language structures, pronunciation, and the formation of positive attitudes toward learning Arabic .
, .
These competencies serve as an essential foundation for further Arabic language learning at higher educational levels.
Considering that MI students are in the concrete operational stage of cognitive development, the learning process should be delivered through contextual, interactive, and student-centered approaches to ensure effective comprehension and meaningful learning experiences.
However, in practice.
Arabic language learning at the MI level continues to face significant challenges, particularly regarding the quality of instruction and the achievement of optimal learning outcomes .
, .
One of the most pressing issues in many madrasahs is the limited availability of qualified Arabic language teachers with appropriate academic backgrounds and professional training .
, .
As a result.
Arabic instruction is often assigned to non-specialist teachers who lack formal qualifications in Arabic language This condition has become a systemic issue, especially in rural and underdeveloped areas where access to qualified personnel and professional development opportunities is limited .
, .
The problem of non-specialist teaching becomes increasingly critical when examined from the perspective of teacher competence.
Teacher competence encompasses pedagogical, professional, personal, and social competencies that are essential for conducting effective and meaningful learning processes .
, .
Teachers with strong competencies are expected to design systematic lesson plans, apply instructional strategies aligned with studentsAo characteristics, manage classrooms effectively, and conduct accurate assessments .
, .
, .
Conversely, insufficient competence may lead to monotonous teaching practices, low student engagement, ineffective classroom management, and suboptimal learning outcomes .
, .
Previous studies have examined teacher competence and its influence on learning outcomes, generally concluding that teacher competence significantly affects studentsAo academic achievement .
, .
, .
Other studies have highlighted the challenges of Arabic language instruction in madrasahs, particularly concerning limited instructional resources and methodological constraints .
, .
However, most prior research focuses either on general teacher competence or on Arabic language learning challenges separately.
There remains a research gap regarding how the competence of non-specialist teachers specifically influences the success of Arabic language learning at the Madrasah Ibtidaiyah level, particularly in contexts with limited specialist teaching resources.
Based on this gap, this study aims to analyze the effect of non-specialist teacher competence on the success of Arabic language learning at the Madrasah Ibtidaiyah level.
The author proposes that strengthening teachers' competence, regardless of academic specialization, can be a strategic effort to mitigate instructional limitations and improve learning outcomes.
By empirically examining this relationship, this study seeks to provide Page 8 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 Page 9 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 https://doi.
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evidence-based insights into the extent to which non-specialist teacher competence contributes to Arabic learning success.
It is expected that the results of this research will contribute both theoretically and Theoretically, this study enriches the discourse on teacher competence and its relevance in subject-specific instruction within Islamic primary education.
In practice, the findings may serve as a reference for madrasah administrators, policymakers, and educators in designing professional development programs to enhance teacher competence, particularly in contexts where specialist Arabic teachers are limited.
Ultimately, this research is expected to support efforts to improve the quality and effectiveness of Arabic language learning at the Madrasah Ibtidaiyah level.
METHOD
This study employed a quantitative, explanatory research design to examine the causal relationship between non-specialist teacher competence and the success of Arabic language learning .
, .
The quantitative approach was selected because the study focuses on hypothesis testing and on measuring relationships between variables using numerical data analyzed statistically .
The research design was correlational, using simple linear regression, as the study involved one independent and one dependent variable .
, .
The study was conducted at MI Nurul Huda Karangtalok Pemalang during the even semester of the academic year.
The research population consisted of 60 students, all of whom were included as the research sample using a saturated sampling technique .
Data were collected using closed-ended questionnaires with a five-point Likert scale, which is widely used to measure perceptions, attitudes, and responses in educational research .
, .
Non-specialist teacher competence was measured based on pedagogical, professional, personal, and social competencies .
, .
, while the success of Arabic language learning was measured through studentsAo comprehension, learning activeness, attitudes, interest, and learning outcomes .
, .
Prior to data analysis, the research instruments were tested for validity and reliability to ensure measurement accuracy and consistency .
, .
Data analysis involved descriptive statistics and inferential statistics, including normality testing, simple linear regression, and t-tests .
, .
RESULTS AND DISCUSSION
Descriptive statistics aim to describe the general characteristics of the data, while inferential statistics are used to test hypotheses and draw conclusions about the population .
, .
The normality test is an essential prerequisite in regression analysis to ensure that the data meet statistical assumptions .
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Results Variable Description The following table presents the mean scores of respondentsAo assessments for the indicators of the Non-Specialist Teacher Competence (X) variable.
Table 1.
Description of Non-Specialist Teacher Competence Variable (X) Variable NonSpecialist Teacher Competence (X) Mean Items Items Mean Items Mean Source: SPSS 21 data processing .
Mean Based on Table 1, the Non-Specialist Teacher Competence variable (X), which was measured using 15 statement items, shows mean values ranging from 3.
28 to 4.
The highest mean score is found in item X.
, while the lowest mean score is found in item 5 .
Nevertheless, all items have mean values above the midpoint of the Likert scale, indicating that Non-Specialist Teacher Competence is perceived as fairly good to good by The overall average score of 54.
43 indicates that Non-Specialist Teacher Competence falls into the good category.
Table 2.
Description of Arabic Language Learning Success Variable (Y) Variable Success of Arabic Language Learning (Y) Mean Items Mean Items Mean Items Mean Source: SPSS 21 data processing .
Based on Table 2, the Arabic Language Learning Success variable (Y), which was measured using 15 statement items, shows mean values ranging from 3.
72 to 4.
The highest mean score is found in item Y.
, while the lowest mean score is found in item Y.
Overall, the average score of 59.
08 indicates that Arabic Language Learning Success is in the high category.
This finding suggests that students demonstrate good interest, enthusiasm, and engagement in Arabic language learning.
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Instrument Validity and Reliability Test Table 3.
Validity Test Results for Non-Specialist Teacher Competence (X) Variable Non-Specialist Teacher Competence (X) Items R-count R-table Source: SPSS 21 data processing .
Information Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Based on Table 3, the validity test results for the Non-Specialist Teacher Competence (X) instrument indicate that all 15 statement items (X.
1AeX.
are valid.
This is evidenced by the r-calculated values for each item, which exceed the r-table value of 0.
254 with 60 respondents at the 0.
05 significance level.
The highest r-calculated value is found in item X.
, while the lowest is found in item X.
However, all r-calculated values exceed the r-table value, indicating that each item can accurately measure the Non-Specialist Teacher Competence These results demonstrate that the questionnaire items are aligned with teacher competence indicators, including pedagogical, professional, personal, and social Therefore, it can be concluded that the questionnaire instrument for the NonSpecialist Teacher Competence (X) variable has good validity and is appropriate for use as a data collection tool in this study.
Table 4.
Validity Test Results for Arabic Language Learning Success (Y) Variable Success of Arabic Language Learning (Y) Page 11 of 17 - Integrity Submission Items R-count R-table Source: SPSS 21 data processing .
Information Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Submission ID trn:oid:::1:3491244925 Page 12 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 https://doi.
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Based on Table 4, the validity test results for the Arabic Language Learning Success (Y) instrument show that all 15 statement items are valid.
This is indicated by the rcalculated values for each item, which exceed the r-table value of 0.
254 for 60 respondents at the 0.
05 significance level.
The highest r-calculated value is found in item Y.
, while the lowest is found in item Y.
Nevertheless, all r-calculated values exceed the r-table value, indicating that each item accurately and consistently measures the Arabic Language Learning Success variable according to the predetermined indicators.
Thus, it can be concluded that the questionnaire instrument for the Arabic Language Learning Success (Y) variable has very good validity and is suitable for use as a data collection tool in this study.
Reliability Test Table 5.
Reliability Test Results Variable Non-Specialist Teacher Competence (X) Success of Arabic Language Learning (Y) CronbachAos Alpha N of Items Information Reliable Reliable Source: SPSS 21 data processing .
Based on Table 5, the reliability test results indicate that the research instruments for the Non-Specialist Teacher Competence (X) and Arabic Language Learning Success (Y) variables are reliable.
This is shown by CronbachAos Alpha values of 0.
929 for the NonSpecialist Teacher Competence variable with 15 items and 0.
951 for the Arabic Language Learning Success variable with 15 items.
Both CronbachAos Alpha values exceed the minimum threshold of 0.
70, indicating very high internal consistency.
Therefore, all questionnaire items consistently measure the same constructs and can be used as data-collection instruments for further analysis.
Classical Assumption Test Table 6.
Normality Test Source: SPSS 21 data processing .
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The normality test in this study was conducted using the One-Sample KolmogorovAe Smirnov Test on the unstandardized predicted values.
The results show a KolmogorovAe Smirnov Z value of 0.
652 with an Asymp.
Sig.
-taile.
value of 0.
Since the p-value is greater than 0.
05, the data are normally distributed.
Therefore, the data meet one of the assumptions required for linear regression, allowing further statistical analysis.
Simple Linear Regression Analysis Table 7.
Simple Linear Regression Analysis Results Source: SPSS 21 data processing .
Based on the results of simple linear regression analysis, the following regression equation was obtained:
Y = 26.
596 X e Where:
Y = Arabic Language Learning Success X = Non-Specialist Teacher Competence e = error The constant value .
659 indicates that when the Non-Specialist Teacher Competence variable (X) is assumed to be zero or unchanged, the Arabic Language Learning Success variable (Y) remains at 26.
The regression coefficient for Non-Specialist Teacher Competence (X) is 0.
596 and positive, indicating that each one-unit increase in NonSpecialist Teacher Competence leads to a 0.
596-unit increase in Arabic Language Learning Success, assuming other variables remain constant.
These results indicate that Non-Specialist Teacher Competence positively affects Arabic Language Learning Success.
Hypothesis Testing Table 8.
t-Test Results Source: SPSS 21 data processing .
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Based on the t-test results, the Non-Specialist Teacher Competence variable (X) has a t-statistic of 5.
711 with a p-value of 0.
000 (< 0.
This indicates that Non-Specialist Teacher Competence has a positive and significant effect on Arabic Language Learning Success (Y).
Thus, the research hypothesis is accepted, while the null hypothesis is rejected.
This means that higher competence among non-specialist teachers is associated with greater Arabic Language Learning Success at MI Nurul Huda Karangtalok Pemalang.
Coefficient of Determination (R Squar.
Table 9.
Coefficient of Determination (R Squar.
Results Source: SPSS 21 data processing .
Based on the Model Summary results, the R value of 0.
600 indicates a moderately strong relationship between Non-Specialist Teacher Competence and Arabic Language Learning Success.
This suggests that Non-Specialist Teacher Competence is positively related to learning success.
The R Square (RA) value of 0.
360 indicates that Non-Specialist Teacher Competence can explain 36.
0% of the variation in Arabic Language Learning Success.
The remaining 0% is influenced by other factors not examined in this study, such as student motivation for learning, the learning environment, facilities, and other internal student factors.
The Adjusted R Square of 0.
349 indicates that, after adjusting for the number of samples and variables, the contribution of Non-Specialist Teacher Competence to Arabic Language Learning Success remains moderately strong.
Therefore, it can be concluded that Non-Specialist Teacher Competence significantly contributes to the success of Arabic language learning at MI Nurul Huda Karangtalok Pemalang.
Discussion The Influence of Non-Specialist TeachersAo Competence on the Success of Arabic Language Learning The research findings partially indicate that the competence of non-specialist teachers has a positive and significant effect on the success of Arabic language learning at MI Nurul Huda Karangtalok.
Pemalang.
This is evidenced by the t-test results, which show a p-value of less than 0.
therefore, the research hypothesis is accepted.
These findings indicate that the competence of non-specialist teachers plays an important role in determining the level of success in Arabic language learning.
The findings of this study indicate that non-specialist teacher competence has a positive and significant effect on the success of Arabic language learning at the Madrasah Ibtidaiyah level.
This finding supports previous studies, which emphasize that teacher Page 14 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 Page 15 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 https://doi.
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competence is a key determinant of learning effectiveness and student achievement .
, .
, .
, .
Pedagogical competence enables teachers to manage learning activities effectively in line with studentsAo developmental characteristics .
, .
, while professional competence assists teachers in delivering learning materials clearly and systematically .
, .
Personal and social competencies also contribute to creating a supportive learning environment and fostering positive teacherAestudent interactions .
, .
, .
In the context of Arabic language learning, non-specialist teachers with adequate competence can overcome limitations in academic background through effective instructional planning, the use of communicative teaching strategies, and active learning approaches .
, .
, .
These competencies encourage studentsAo engagement, improve comprehension, and enhance overall learning success .
, .
, .
CONCLUSION
The findings of this study confirm that non-specialist teacher competence plays a meaningful and positive role in supporting the success of Arabic language learning at the Madrasah Ibtidaiyah level.
This indicates that, even in the absence of formally specialized academic backgrounds, teachers with adequate pedagogical, professional, personal, and social competencies can facilitate effective learning processes and improve student learning These results reinforce previous perspectives emphasizing the central role of teacher competence in determining instructional quality and learning success .
, .
, .
The implications of this study are both theoretical and practical.
Theoretically, the findings strengthen the discourse on teacher competence by demonstrating its relevance not only in general education contexts but also in subject-specific instruction, such as Arabic language learning in Islamic primary education.
Practically, the study highlights the importance of continuous professional development programs aimed at enhancing the competence of non-specialist teachers, particularly in madrasahs facing shortages of qualified Arabic language teachers .
, .
, .
Madrasah administrators and policymakers may use these findings as a reference in designing training, mentoring, and competency-based evaluation systems to improve instructional quality.
Nevertheless, this study has several limitations.
First, the research was conducted in a single madrasah, which may limit the generalizability of the findings to other educational settings with different characteristics.
Second, the study focused solely on teacher competence as the independent variable, whereas other factors, such as learning motivation, instructional media, curriculum implementation, and institutional support, may also influence Arabic language learning success.
Therefore, future research is recommended to involve a broader sample across multiple madrasahs and regions in order to obtain more comprehensive and generalizable Further studies may incorporate additional variables or apply mixed-methods approaches to gain deeper insights into how internal and external factors interact to influence Arabic language learning success.
Overall, this research contributes to the broader educational community by providing empirical evidence that strengthening teachers' competence, regardless of academic Page 15 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 Page 16 of 17 - Integrity Submission Submission ID trn:oid:::1:3491244925 https://doi.
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specialization, can serve as a strategic solution to addressing instructional challenges in resource-limited madrasahs.
For the general public, particularly stakeholders in Islamic education, these findings emphasize the importance of investing in teacher quality as a key factor in improving the effectiveness of Arabic language education at the primary level.
REFERENCES