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All Journal Caraka : Jurnal Ilmu Kebahasaan, Kesastraan, dan Pembelajarannya
Mawadah Japakiya
Fatoni University
Humanities Languange, Linguistic, Communication & Media

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English Learning Unit Integrating Islam Learner’s Competency and Al-wasatiyyah Concept through Professional Learning-Community Mariyae Baneng; Khodiyo Thesa; Muminah Bungatayong; Mawadah Japakiya; Abdulfattah Japakiya
CARAKA Vol 12 No 2 (2026): JUNE
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/caraka.v12i2.22717

Abstract

Integrating Islamic values into English language education is essential in Muslim educational contexts to promote both language proficiency and character development. However, few studies have developed and validated competency-based English learning units integrating Islamic values through a systematic Research and Development (R&D) approach. This study aimed to develop and evaluate competency-based English learning units integrating Islamic values based on the Wasatiyyah (Moderation) approach through a Professional Learning Community (PLC). The study employed Hilda Taba’s curriculum development model within a seven-stage R&D process, including needs analysis, curriculum design, product development, expert validation, revision, classroom implementation, and evaluation. Ten English teachers from five primary schools in Pattani Province, Thailand, participated in the study. Data were collected through questionnaires, expert validation forms, classroom observations, teacher reflections, PLC records, and satisfaction surveys. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The resulting product comprised fifteen competency-based English learning units integrating Islamic values, learner-centered activities, authentic communication tasks, and competency-based assessments. Expert validation confirmed the appropriateness of the learning units, and teachers reported high satisfaction with both the curriculum and the collaborative development process (M = 4.29, SD = 0.51). The study demonstrates that integrating competency-based English instruction, Wasatiyyah values, and PLC effectively supports culturally responsive curriculum development, English proficiency, character education, and twenty-first-century competencies.
Co-Authors Abdulfattah Japakiya Khodiyo Thesa Mariyae Baneng Muminah Bungatayong