BETWEEN IDEALISM AND REALITY: THE CONSTRUCTION OF ARABIC LANGUAGE TEACHER IDENTITY AMONG ARABIC LANGUAGE EDUCATION STUDENTS

Abstract

The professional identity of Arabic language teachers is a critical issue in contemporary education because it relates to how prospective teachers perceive the profession, develop their career orientation, and reconcile religious values with the realities of modern education. Amid the development of digital technology and artificial intelligence (AI), Arabic Language Education students not only face demands for pedagogical and linguistic competencies but also experience reflective dynamics regarding professional readiness, the relevance of the teaching profession, and changes in the nature of Arabic language learning. This study aims to analyze the construction of Arabic language teacher identity among ALE students as they navigate the tension between professional idealism and the realities of contemporary education. The study employs a qualitative approach using interpretive phenomenology. Data were collected through documentation of student interview reports, semi-structured interviews, and reflective observations of PBA students in their 2nd, 4th, and 6th semesters at STIQ Amuntai. Data analysis was conducted using the Miles and Huberman interactive model through data condensation, thematic categorization, and reflective interpretation. The research results indicate that the professional identity of Arabic Language Education students is constructed through the integration of religious motivation, pesantren educational experiences, the idealism of service, and reflection on the challenges of Arabic language learning in the digital era. Students view the profession of Arabic language teacher as a form of da’wah, the formation of a Qur’anic generation, and a space for professional self-development. However, they also experience anxiety regarding their readiness in practical competencies, changes in the learning system, and the development of AI, which is perceived as altering the role of teachers in modern education. The research findings indicate that the identity of Arabic language teachers among PBA students is dynamic and continuously negotiated through the interaction between religious values, academic experiences, professional reflection, and the transformation of educational technology.