Student Perceptions of PP 74/2008 Teacher Competency and Arabic Learning Motivation in a Madrasah Tsanawiyah

Abstract

This study aims to examine the relationship between students' perceptions of teacher competency—aligned with Indonesia's four-domain framework in Government Regulation 74/2008—and Arabic learning motivation at MTs Ummul Quro Pekanbaru. Using a quantitative correlational design, we drew a stratified random sample of 193 students from a population of 373 and administered two questionnaires (teacher competency perceptions: 22 items, α = 0.891; Arabic learning motivation: 14 items, α = 0.894). After listwise deletion, Spearman's rho on 191 paired composites showed a strong positive association (ρ = 0.689, p < .001; ρ² ≈ 0.475). The pattern is consistent with Self-Determination Theory and Social Cognitive Theory and supports an operational model linking national competency domains, global student perceptions, and Arabic motivation in this junior secondary madrasah. Findings are contextual to a single site and do not establish causality; they nonetheless imply that quality education agendas in similar Islamic schools should couple motivational initiatives with structured monitoring of teacher competency as students experience it in daily Arabic classes.