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This study aims to examine the influence of teachers’ pedagogical competence and students’ educational backgrounds on Arabic writing skills (maharah al-kitabah) in Madrasah Aliyah through a systematic literature review approach. Arabic is a core subject in Islamic schools, and kitabah is considered one of the most complex language skills to master. However, observations indicate that students’ writing proficiency remains relatively low, which is presumed to be influenced by suboptimal pedagogical competence among teachers and variations in students' educational backgrounds. The literature review was conducted systematically by analyzing national and international journals published between 2020 and 2025, using structured keywords. Thematic synthesis revealed that teachers’ pedagogical competence—particularly in lesson planning, teaching strategies, feedback, and formative assessment—has a significant impact on improving maharah al-kitabah. Moreover, students from MTs (Islamic junior high schools) or pesantren tend to have better initial readiness compared to those from general schools. Nevertheless, adaptive teaching and effective remedial programs can help reduce this gap. Therefore, synergy between teachers’ pedagogical quality and an understanding of students’ educational backgrounds is essential to enhancing Arabic writing skills more evenly across Madrasah Aliyah.
This study aims to examine the influence of teachers’ pedagogical competence and students’ educational backgrounds on Arabic writing skills (maharah al-kitabah) in Madrasah Aliyah through a systematic literature review approach. Arabic is a core subject in Islamic schools, and kitabah is considered one of the most complex language skills to master. However, observations indicate that students’ writing proficiency remains relatively low, which is presumed to be influenced by suboptimal pedagogical competence among teachers and variations in students' educational backgrounds. The literature review was conducted systematically by analyzing national and international journals published between 2020 and 2025, using structured keywords. Thematic synthesis revealed that teachers’ pedagogical competence—particularly in lesson planning, teaching strategies, feedback, and formative assessment—has a significant impact on improving maharah al-kitabah. Moreover, students from MTs (Islamic junior high schools) or pesantren tend to have better initial readiness compared to those from general schools. Nevertheless, adaptive teaching and effective remedial programs can help reduce this gap. Therefore, synergy between teachers’ pedagogical quality and an understanding of students’ educational backgrounds is essential to enhancing Arabic writing skills more evenly across Madrasah Aliyah.
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