<![CDATA[The success of Islamic Religious Education (PAI) teaching greatly depends on educators' ability to access authoritative Arabic-language sources to maintain the authenticity of teachings in madrasah environments. This study analyzes the challenges PAI teachers face in using Arabic literature and their implications for pedagogical competence at MTsN 5 Agam. PAI teachers bear a significant responsibility to present authentic religious understanding through authoritative texts, yet the reality shows a significant literacy gap. This study uses a qualitative case study approach, employing in-depth interviews, observation, and documentation. Data analysis was conducted through the stages of data condensation, data presentation, and conclusion drawing to ensure the validity of field findings. Field findings indicate that teachers rarely refer directly to the original texts and instead rely more on translated books due to time efficiency and the heterogeneity of students' abilities. Technical obstacles include difficulties in mastering grammatical aspects, reluctance to read unvowelled texts, concerns about misinterpreting legal meanings, and the limited collection of Arabic literature in the school library. These conditions result in classroom material being delivered in a general, superficial manner, thereby limiting students' direct interaction with the source texts. The research concludes that transforming teacher competencies requires systematic interventions through training in reading techniques, optimizing digital applications, and revitalizing libraries.]]>
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