Taṭbīq Taqniyyah Sard al-Qiṣaṣ wa Ta‘zīz al-Fahm al-Sarī‘ min Khilāl al-Taṣmīm al-Mubtakar (SQUIQ MAP) fī Ta‘līm al-Lughah al-‘Arabiyyah Li al-Aṭfāl
DOI:
https://doi.org/10.37680/aphorisme.v7i2.10646Keywords:
Al-’Arabiyah lil Aṭfāl, Methodological Competence, Pre-Service Teachers, SQUID-MAP TechniqueAbstract
This study aims to describe and analyze the conceptualization, simulation, and evaluation of the SQUID-MAP (Storytelling and Quick Understanding through Innovative Design) technique within the Al-’Arabiyah lil Aṭfāl course to foster the methodological competence of pre-service Arabic language teachers. Employing a qualitative approach with a descriptive-analytic case study design focused on instructional intervention, this research was conducted in the Arabic Language Education Study Program at the State Islamic University of Madura (UIN Madura). The study examined how higher-education students operationalize pedagogical frameworks to address spatial disorientation and local Madurese phonetic interference in early-childhood Arabic vocabulary learning (Al-Jihat). Data were gathered through participant observation during peer-teaching simulations, semi-structured interviews with the course lecturer and pre-service teachers, and document analysis of lesson plans and instructional media, followed by interactive data analysis using the Miles, Huberman, and Saldana model. The results reveal that pre-service teachers successfully integrated Dual Coding Theory and Meaningful Learning Theory into a hybrid instructional framework that combined tactile floor compass media with immersive local adventure narratives. Through simulated peer teaching, pre-service teachers demonstrated advanced capabilities in establishing consistent visual reference points to eliminate spatial disorientation and in incorporating structured phonetic repetition into storytelling to mitigate regional dialect interference. Evaluative findings confirm a substantial enhancement in pre-service teachers’ Pedagogical Content Knowledge (PCK), transitioning their roles from traditional text-based instructors into adaptive learning experience designers. In conclusion, the SQUID-MAP technique serves as a robust methodological bridge in higher education, equipping future educators with essential conceptual, technological, and sociolinguistically responsive teaching competencies before entering real preschool classrooms.
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