Cognitive-epistemic management of intensive Arabic language learning: A qualitative case study of POAC, knowledge quality, and powerful knowledge

Syaifudin, Moh., Wargadinata, Wildana ORCID: https://orcid.org/0000-0001-7972-0462, Sutaman, Sutaman, Rusuly, Usfiyatur and Muid, Faruq Abdul (2026) Cognitive-epistemic management of intensive Arabic language learning: A qualitative case study of POAC, knowledge quality, and powerful knowledge. Al-Muyassar: Journal of Arabic Education and Studies, 5 (3). pp. 951-975. ISSN 2829-095X

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Abstract

This study explores how the management functions of planning, organizing, actuating, and controlling (POAC) operate in intensive Arabic language learning from the perspective of cognitive psychology and how these management practices shape the epistemic quality of learners’ knowledge and create conditions for the development of powerful knowledge. Employing a qualitative case-study design, the study drew on PKPBA semester learning-plan documents and interviews with eight informants identified by the codes AA, AS, BB, FH, IM, YH, AC, and NQ. The data were analyzed using the interactive model of Miles and Huberman through data condensation, data display, and conclusion drawing and verification. The findings indicate that planning facilitated the activation of prior schemata, content segmentation, and cognitive-load regulation; organizing structured attention, proficiency-based differentiation, and learning environments; actuating operationalized scaffolding, elaboration, multimodal processing, practice, and metacognitive support; and controlling reinforced retrieval, feedback, monitoring, schema restructuring, and self-regulation. Collectively, these functions enhanced the epistemic quality of Arabic-language knowledge by making it more systematic, accessible, integrated, and accurate, while creating conditions for powerful knowledge through generative use, transfer across contexts, access to academic resources, and greater epistemic autonomy. The study’s novelty lies in integrating POAC, cognitive psychology, cognitive regulation, epistemic quality, and powerful knowledge into a cognitive-epistemic management model. Theoretically, the model extends instructional management beyond administrative functions by incorporating cognitive and epistemic dimensions. Practically, it offers a framework for aligning intensive language-program management with learners’ cognitive needs and knowledge development.

Item Type:	Journal Article
Keywords:	arabic language learning; cognitive psychology; epistemic quality; instructional management; powerful knowledge.
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy 13 EDUCATION > 1302 Curriculum and Pedagogy > 130210 Physical Education and Development Curriculum and Pedagogy 13 EDUCATION > 1302 Curriculum and Pedagogy > 130214 Teaching Arabic as a Foreign Language (Ta'lim al-'Arabiyah Lighairi al-Nathiqin Biha) Curriculum and Pedagogy 13 EDUCATION > 1302 Curriculum and Pedagogy > 130214 Teaching Arabic as a Foreign Language (Ta'lim al-'Arabiyah Lighairi al-Nathiqin Biha) Curriculum and Pedagogy > 13021411 I'dad al-Mawad (Instructional Design) 13 EDUCATION > 1302 Curriculum and Pedagogy
Divisions:	Graduate Schools > Doctoral Programme > Graduate School of Arabic Language Education
Depositing User:	Usfiyatur Rusuly
Date Deposited:	26 Oct 2026 09:35

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