Developing PIAUD Students’ Pedagogical Content Knowledge for Play-Based Arabic Learning: A Conceptual Framework for STAI Kuningan

Abstract

Early childhood teacher education increasingly expects prospective teachers to integrate language content, child development, and digital media, yet preparation for Arabic learning in Islamic Early Childhood Education (PIAUD) remains fragmented. Previous studies have examined Arabic teaching methods, media, or general teacher digital competence separately, leaving limited guidance on how prospective PIAUD teachers should combine linguistic accuracy with developmentally appropriate instructional reasoning in one assessable performance. This article aims to develop a conceptual framework of pedagogical content knowledge for designing play-based Arabic learning, with INSTITUT ISLAMKuningan as the intended implementation context. A structured narrative review was conducted on 26 sources published between 2020 and 2025, identified through database and targeted searches and analysed through coding and constant comparison. The synthesis produced five interdependent domains: Arabic content accuracy, developmental representation, instructional alignment, media judgment, and reflective revision. The review also shows that attractive media and self-reported confidence are insufficient indicators of professional competence. Based on these findings, the article proposes a five-stage preparation cycle of diagnose, model, design, microteach, and reflect, supported by an analytic rubric and portfolio assessment. The study contributes an integrated model that extends general pedagogical content knowledge and technology integration frameworks to early Arabic learning. Practically, it offers a basis for curriculum mapping, authentic assessment, and lecturer collaboration. The framework has not yet been empirically tested and requires expert validation and classroom evaluation.