<![CDATA[Microteaching plays an important role in developing pedagogical competence, including for students enrolled in non-teacher education programs who are expected to undertake educational roles in society. This study aims to explore how students of the Qur'anic Studies and Interpretation Program construct pedagogical competence through microteaching experiences. A qualitative phenomenological approach was employed. Participants were purposively selected from students who had completed the microteaching course. Data were collected through in-depth interviews and documentation and analyzed using Moustakas' phenomenological procedures, including horizontalization, thematic clustering, textual and structural descriptions, and synthesis of meanings and essences. The findings reveal that pedagogical competence was constructed through the four stages of Experiential Learning: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These experiences enhanced participants' instructional planning and teaching skills, educational communication, self-confidence, and professional identity as prospective Islamic educators. The study concludes that experiential learning through microteaching serves as a fundamental basis for developing pedagogical competence among students in non-teacher education programs.]]>
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