RECONSTRUCTING ARABIC LANGUAGE LEARNING BASED ON AHLUSSUNNAH WAL JAMAAH VALUES TO STRENGTHEN ACADEMIC COMPETENCE AND RELIGIOUS MODERATION AMONG PIAUD STUDENTS

Abstract

This study discusses the reconstruction of Arabic language learning based on Ahlussunnah wal Jamaah values to strengthen academic competence and religious moderation among students of Early Childhood Islamic Education, known as PIAUD. Arabic language learning in PIAUD is often understood as a technical subject that focuses on vocabulary, grammar, reading, and translation. However, in Islamic education, Arabic has a broader function as a medium for understanding Islamic sources, developing Islamic literacy, and internalizing religious values. This study uses a descriptive qualitative approach with library research and conceptual analysis. Data were obtained from books, journal articles, academic documents, and relevant literature on Arabic language learning, early childhood Islamic education, Ahlussunnah wal Jamaah values, academic competence, and religious moderation. The findings show that Arabic language learning for PIAUD students needs to be reconstructed by integrating linguistic competence, Islamic values, early childhood pedagogy, and religious moderation. Ahlussunnah wal Jamaah values such as tawassuth, tawazun, tasamuh, i’tidal, adab, and ukhuwah can be internalized through teaching materials, Arabic texts, songs, stories, dialogue, learning media, teaching simulations, and reflective activities. This reconstruction strengthens students’ academic competence in Islamic literacy, pedagogical ability, learning media creativity, and reflective thinking. It also strengthens religious moderation by forming moderate, tolerant, ethical, fair, and socially responsible attitudes. This study concludes that Arabic language learning based on Ahlussunnah wal Jamaah values can become an alternative model for preparing prospective early childhood Islamic educators who are academically competent, religiously moderate, and morally grounded.