Exploring Self-Directed Learning to Enhance Arabic Language Skills among Pre-Service Teachers at an Indonesian Islamic University

Muhammad Zaenuri; Muhammad Nur Kholis; Fouad Larhzizer; Muhammad Arief; Wafiya Nur Syahida; Nia Nur Faizah

doi:10.18326/lisania.v10i1.175-194

Authors

Muhammad Zaenuri Universitas Islam Negeri Raden Mas Said Surakarta
Muhammad Nur Kholis Universitas Islam Negeri Raden Mas Said Surakarta
Fouad Larhzizer Hassan First University Settat-Morocco
Muhammad Arief Universitas Islam Negeri Raden Mas Said Surakarta
Wafiya Nur Syahida Universitas Islam Negeri Raden Mas Said Surakarta
Nia Nur Faizah Universitas Islam Negeri Raden Mas Said Surakarta

DOI:

https://doi.org/10.18326/lisania.v10i1.175-194

Keywords:

Self-Directed Learning, Arabic as a Foreign Language, Pre-Service Arabic Teachers, Language Learning Autonomy

Abstract

This study aims to investigate the level of Self-Directed Learning (SDL) skills and the factors influencing them among preservice Arabic teachers in Indonesia. This study used a mixed-method approach with a sequential explanatory design. Quantitative data were collected through questionnaires completed by 262 students of the Arabic Language Education Study Program and supported by Focus Group Discussions. The results showed that students’ SDL levels varied, with learning strategies categorized as high (Mean = 3.71) and learning activities categorized as moderate (Mean = 3.18). Self-efficacy, social support, and institutional facilities were identified as the main supporting factors, while low intrinsic motivation and dependence on external feedback became the major inhibiting factors. The findings indicate that students’ SDL skills have developed but still require improvement, especially in motivation and self-evaluation. Therefore, institutional support through interactive learning strategies and digital learning resources is needed to strengthen students’ learning independence.

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