Reframing Arabic language learning through peer teaching: A constructivist case study of student learning experience

Kirom, Makhiulil ORCID: https://orcid.org/0000-0002-9577-9357, Hasanah, Mamluatul and Huda, Miftahul ORCID: https://orcid.org/0000-0003-4124-1751 (2026) Reframing Arabic language learning through peer teaching: A constructivist case study of student learning experience. ASALIBUNA, 10 (01). pp. 207-229. ISSN 2615-5885, 2656-3533

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Abstract

Although peer teaching has been widely examined as a collaborative learning strategy, relatively few studies have explored how it shapes students' learning experiences from a constructivist perspective within intensive Arabic language programs. This study examines the implementation of peer teaching and interprets how it shapes students' learning experiences within a constructivist learning framework. The study employed a descriptive case study at the Arabic Intensive Program (PKPBA), UIN Maulana Malik Ibrahim Malang, integrating a student perception questionnaire completed by 50 students with classroom observations as contextual evidence. Questionnaire data were analyzed descriptively using mean scores, while classroom observations were used to support the interpretation of the findings. The questionnaire indicated consistently positive student perceptions across the five measured constructs, with mean scores ranging from 3.45 to 3.60 on a five-point Likert scale, covering learning motivation, psychological safety, collaborative interaction, confidence in using Arabic, and reflective learning strategies. Classroom observations corroborated these descriptive findings and demonstrated how peer interaction encouraged students to negotiate meaning, participate more actively, and gradually assume greater responsibility for their own learning. The findings suggest that peer teaching functions as a constructivist learning practice that supports students' gradual shift from passive recipients of knowledge toward active learning agents. These findings provide practical implications for integrating peer teaching into Arabic language instruction and may also inform constructivist learning design in other second-language (L2) contexts.

Item Type:	Journal Article
Keywords:	peer teaching; constructivist learning; student learning experiences; student agency; Arabic language learning.
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130214 Teaching Arabic as a Foreign Language (Ta'lim al-'Arabiyah Lighairi al-Nathiqin Biha) Curriculum and Pedagogy
Divisions:	Faculty of Humanities > Department of Arabic Language and Letters
Depositing User:	MR MAKHIULIL KIROM
Date Deposited:	05 Aug 2026 08:31

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