Improving the Pedagogical Competence of Arabic Language Teachers through Mentoring and the Provision of Chibi Books

Abstract

This community service program aimed to enhance the pedagogical competence and creativity of Arabic teachers at Yayasan Baitul Haq through a mentoring model integrated with the provision of Chibi books illustrated micro-texts combining Arabic vocabulary, images, and psycholinguistic insights. Using a descriptive qualitative approach, the program involved observation, interview, and documentation to explore teachers’ experiences during and after two months of mentoring. The findings revealed significant pedagogical improvement: teachers demonstrated increased use of Arabic in class, diversified their questioning and feedback strategies, and applied creative techniques derived from the Chibi book. Beyond cognitive outcomes, the emotional response to the free book distribution created a lasting impression teachers expressed joy, gratitude, and a sense of connection, treating the books as both teaching tools and symbols of mentoring memories. Despite the program’s limited duration, the presence of the Chibi books extended the impact through continuous reflection and classroom application. The novelty of this program lies in integrating reflective mentoring with culturally resonant visual media, transforming a short-term intervention into a sustainable learning experience. The study concludes that meaningful materials and affective engagement can prolong the life of community-based educational programs, making limited time more impactful and memorable.