Integrating English Language Proficiency and Islamic Competence to Enhance the Readiness of Prospective Islamic Early Childhood Educators: A Qualitative Study Within the SDG 4 Framework
DOI:
https://doi.org/10.23917/profetika.v27i02.14869Keywords:
islamic-values-integration, early-childhood, elt, english proficiency, sdg 4Abstract
Objective: This study aims to analyze the role of integrating Islamic content in English learning to improve the readiness of prospective PIAUD teachers in accordance with the SDG 4 goals on quality education. Theoretical framework: The research is based on contextual learning theory and SDG 4, which emphasizes the importance of connecting learning materials with students' religious identities to improve global motivation and competence. Literature review: The literature shows that English as a global lingua franca is often considered less relevant in the Islamic educational environment, so the integration of Islamic values is necessary to increase motivation and engagement in learning. Methods: The research used a qualitative approach with a case study design on third-semester students of PIAUD STAI Muhammadiyah Blora. Data were obtained through interviews, observations, and documentation, and then analyzed using the Miles, Huberman, and Saldaña models. Results: The integration of Islamic content increases interest, participation, and relevance of English learning and strengthens vocabulary and reading mastery. However, speaking skills are still low due to anxiety and fear of making mistakes. Implications: This approach supports the readiness of prospective teachers by integrating English language competencies and Islamic values. However, additional strategies are needed to improve students' speaking skills. Novelty: The novelty of the research lies in the study of the integration of Islamic content in English learning to support the readiness of prospective PIAUD teachers within the framework of SDG 4, which is still rarely researched in the context of Islamic education.
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