Arabic Language and Islamic Values Education (ALIVE) Implementation, Pedagogical Practices of Alive Teachers and Learners’ Performance

The integration of the Arabic Language and Islamic Values Education (ALIVE) program in the basic education curriculum provides learning opportunities that respect Muslim culture, traditions, and beliefs. This study aimed to assess the implementation of the ALIVE program, the pedagogical practices of ALIVE teachers, and the academic performance of learners. A descriptive-correlational research design was employed, with data collected from ALIVE teachers and learners through survey questionnaires. The study utilized statistical tools such as frequency, percentage, mean, standard deviation, chi-square, and Pearson’s correlation for data analysis. Findings revealed that the ALIVE program is implemented at a high level, with teacher-related factors being the strongest contributor. ALIVE teachers demonstrated effective pedagogical practices, particularly in reflective teaching and classroom management. Most learners performed satisfactorily, achieving grades within the proficient range. However, a weak correlation was found between ALIVE implementation and student performance, and no significant relationship was observed between pedagogical practices and academic outcomes. Notably, teachers’ educational background and length of service significantly influenced student performance. The study recommends strengthening teacher qualifications, stakeholder support, classroom management, and technological integration. Additionally, the Department of Education should create permanent teaching positions and enhance professional development programs to ensure sustainable and effective ALIVE implementation.