The Current Issues of Arabic Language from the Perspective of Contemporary Education

Muhammad Zidan Zakir
Arabic Education Department, Faculty Of Islamic Studies,
Universitas Muhammadiyah Prof. Dr. Hamka

Arabic in Time’s Vortex

As the language of revelation, Arabic has a significant role in the Islamic knowledge base. An essential epistemological instrument for researching, comprehending, and transmitting Islamic teachings from one generation to the next is Arabic. Arabic is used for more than just communication. For the growth of many Islamic disciplines, such as tafsir, hadith, fiqh, and ushuluddin, Arabic offers a robust and well-structured framework. Historical sources indicate that Arabic has dominated Islamic civilization for centuries. This has impacted scientific progress around the world.

However, over time, the difficulties of modernization and global dynamics have started to weaken Arabic’s strategic position. Rather than only conserving the heritage of classical science, education now focuses on creating 21st-century competences that give priority to digital literacy, critical thinking abilities, and global mobility. Arabic needs to adapt methodologically and philosophically to stay competitive, relevant, and valuable in the development of scientific globalization.

The paradigm change that comes with modernizing education necessitates reconsidering the way that languages particularly Arabic are taught and comprehended. Upholding Arabic’s historical values alone is insufficient; it must be contextualized with contemporary demands that call for flexibility, inventiveness, and cross-disciplinary usefulness. This essay will address some of the contemporary problems affecting Arabic and offer creative, adaptable solutions within the context of contemporary Indonesian education.

What Does Arabic Look Like Right Now?

The change in the direction of learning from a traditional approach to a competency-based approach and the demands of the times are characteristic of modernization in the field of education. Learning a foreign language, especially English, is seen as the main way to enter the academic and professional fields in the era of globalization. This has resulted in a new reality where, even in Islamic academic circles, Arabic is often looked down upon.

Arabic is frequently regarded as a language that is “locked” in the religious sphere, despite the fact that it was once the most popular scientific language in the world. Indeed, the works of Muslim philosophers, chemists, astronomers, and mathematicians who spoke Arabic were models for Western culture. Sadly, this narrative is vanishing from the conversation about education today, to be replaced by one that sees Arabic as a difficult, archaic language that has nothing to do with world events or technological advancement.

The absence of institutional efforts to update Arabic instruction exacerbates this issue. The primary barriers to the advancement of Arabic in modern culture include curriculum that continue to use antiquated teaching methods, a dearth of creative teaching resources, and teachers’ limited computer literacy. The younger generation is generally less interested in studying Arabic because they are more used to technology and practical approaches.

This problem is made worse by the lack of institutional initiatives to modernize Arabic instruction. A curriculum that still employs outdated teaching techniques, a lack of innovative teaching materials, and instructors’ low computer literacy are the main obstacles to Arabic’s progress in contemporary culture. Since the younger generation is more accustomed to technology and pragmatic methods, they are typically less interested in learning Arabic.

Why Does Arabic Have Less Growth in the Modern Daily?

Arabic has enormous potential in the fields of international affairs and economics in addition to its significance in religion and culture. The global energy economy is centered in Arab nations, and Indonesia’s diplomatic ties with the Middle East are growing. As a result, teaching the next generation Arabic can be advantageous in intercultural diplomacy, export-import companies, and worldwide employment.

However, a number of intricate and connected challenges frequently impede the advancement of Arabic in the framework of contemporary education. The standing and interest in Arabic among students and the broader public are influenced by a number of internal and external factors as time goes on. The following are some of the primary reasons why Arabic is underdeveloped :

1. The Crisis of Relevance and Interest in Generations
The younger generation’s waning interest in Arabic is one of the primary obstacles to the language’s development in the modern day. Other foreign languages that are thought to be more useful in the workplace and for worldwide communication are starting to overtake interest in learning Arabic as the digital age progresses and the demands of the global market increase.

According to the findings of a study published in his journal by Imroatul Ngarifah (2023) on 60 junior high school pupils, the average degree of interest in learning Arabic was in the “moderate” range, specifically 70%. Specific factors include curiosity (64%), interest (68%), participation (75%), and attention (72%). Because of this, the younger generation of today frequently considers Arabic to be a difficult language with limited real-world use in modern professional settings. This is exacerbated by the practical strategy of selecting a more “marketable” foreign language.

2. Antiquated Teaching Techniques
Along with the younger generation’s interests, one of the primary reasons why Arabic language acquisition is stagnating is the teaching methodology. Numerous educational establishments continue to employ antiquated methods that are less applicable to the demands of the modern world. In actuality, the method and technique employed during the teaching and learning process have a significant impact on how effective a lesson is.

Results of a Study on Arabic as a Foreign Language in Afghanistan. Even when pupils have learned grammar, the employment of the Grammar Translation Method (GTM) makes oral communication challenging for them, according to an analysis of Afghan EFL teachers’ viewpoints. It just “develops grammar and vocabulary, but students cannot communicate” effectively, according to the statement. Therefore, learning becomes dull and ineffective when a rigid grammatical approach predominates without incorporating technology and communicative context.

3. Teaching Staff Quality
The effectiveness of the Arabic language learning process is mostly dependent on the caliber of the teaching team in addition to less pertinent teaching strategies. In the classroom, teachers are expected to serve as facilitators, innovators, and inspirations in addition to imparting knowledge. As a result, proficiency in contemporary teaching methods and technical literacy are essential. Unfortunately, this quality continues to be a problem in many educational institutions.

Many Arabic language instructors still lack the pedagogical expertise and technology literacy required to transform the learning process, according to the findings of the data analysis survey I discovered. For instance, the majority of Arabic language instructors are still ignorant of the ways in which digital technology might support the educational process. As a result, the teaching strategies that are employed are frequently repetitive, unengaging, and less appropriate for the increasingly visual and technologically oriented learning styles of the current age. Arabic language instruction will struggle to draw pupils and will fall short of the expectations of a more dynamic age if teacher competence is not continuously improved.

4. Arabic’s Ideological Shame
Social perception of Arabic is a significant obstacle to its development, in addition to internal elements in the learning process. The stigma created by the public’s tendency to narrowly position Arabic as a religious language prevents it from being widely accepted in public settings and in general education. Students’ viewpoints are impacted by this stigma, but so are their self-esteem and desire to learn.

Findings from the study conducted at Sunan Kalijaga State Islamic University in Yogyakarta:
The following factors contribute to non-native students’ low self-confidence in their Arabic language proficiency:

1. Arabic is viewed solely as a religious language.
2. Viewed as obsolete, difficult, and superfluous.
3. Arabic is less commonly used outside of places of worship.

The results of a study on social media users called Sociolinguistic Research on Social Media then showed that 5% of participants thought that environmental circumstances, religious considerations, and media coverage were the main causes of the stigma attached to Arabic terminology. It is therefore frequently linked to particular viewpoints that incite social hostility. One obstacle in and of itself is the mandate that Arabic be given priority in general education settings.

The Evolution of Arabic Language Instruction in the Modern Era

Strategic actions are required to implement change in the realm of education after we comprehend the numerous obstacles preventing Arabic from developing. The curriculum, the proficiency of the teaching team, the use of technology, and the restoration of Arabic’s reputation in society are only a few of the areas that this development must address. As a practical suggestion, I envision a nationwide initiative called “Arabic for All,” which advocates for studying Arabic for people of all ages and occupations.

This program combines intense training for young instructors, Arabic pop culture content, and free online classes. This might represent a cultural revolution in which Arabic is no longer ‘controlled by Islamic boarding schools’ but also by the entire populace. In addition to preserving Arabic’s existence, this endeavor aims to restore its relevance and competitiveness in the context of contemporary education. Among the tactics that can be used are:

1. Reformulation for the Curriculum
It is necessary to develop an Arabic language curriculum that emphasizes communication skills and is pertinent to the needs of the modern world. The program must focus on the actual application of nahwu and sharaf norms in academic, professional, and everyday contexts; only emphasizing their theoretical comprehension is insufficient. I believe that learning will become more relevant and contextualized if Arabic is integrated with contemporary issues like technology, entrepreneurship, and popular culture.

For instance, I envision a course called “Digital Arabic” that teaches students how to write blogs, present professionally in Arabic, and produce content for social media. Additionally, the creation of instructional materials can be tailored to popular trends among youth, such as current Arabic music, movies, podcasts, or even humorous yet insightful educational memes. In this manner, the digital generation will find learning Arabic enjoyable and relevant.

2. Building Teacher Capacity
Arabic language instructors desperately require intensive and ongoing training in pedagogy and the newest learning technologies. In the realm of contemporary education, technological proficiency is becoming a prerequisite rather than only an add-on. As a result, in addition to teaching traditional methods, teacher preparation programs should also focus on developing their proficiency with digital resources like learning management systems (LMS), interactive applications, and visual presentation tools.

Additionally, I suggest a program called “Digital Arabic Teacher Bootcamp,” which is a brief but intense course intended to teach Arabic language instructors how to create engaging e-books with visual illustrations, interactive tests, and short films for online learning. Teachers who can change with the times will be able to do more than just supply materials; they will be able to become change agents in the Arabic language learning process. Teachers can actually serve as educational influencers on social media by presenting Arabic language content in an original, informal, and scientific way.

3. Digitalization and Innovation in Media
Arabic can be developed in the digital age through Arabic-based instructional games, Arabic content producers, and educational software. For beginning learners, I envision an educational firm producing interactive Arabic YouTube videos with subtitles or games similar to “Duolingo Arabic version.” In this manner, Arabic will be present not just in the classroom but also in the young people’s preferred digital environment. The development of Arabic-based applications, educational games, educational movies, and e-learning must be promoted in order to draw in students.

4. Repairing Arabic’s Image
Additionally, I think that knowing Arabic can enhance the intellectual and spiritual identity of the Indonesian people rather than alienate them from their culture. Indonesia, the world’s largest Muslim country, has the potential to lead the way in elevating Arabic to a representation of restraint, spirituality, and international competitiveness. As a result, it is crucial to support a literacy campaign that highlights Arabic’s contributions to philosophy, science, and culture in addition to its use as a religious language.

It’s Time for Arabic to Take Off Again

Despite Arabic’s enormous importance as the language of revelation and the scientific language of Islamic civilization, it shouldn’t be limited to historical romanticism. The difficulties of modernization do not lessen the value of Arabic; on the contrary, they offer a chance to rethink its usage and instruction. To ensure that Arabic is not overlooked in the current educational system, it must be reinterpreted and rethought as a dynamic, flexible, and transformational language.

Rather than being the sole duty of one group, the resuscitation of Arabic necessitates cooperation between the government, educational institutions, teachers, and the community. Developing a curriculum that is contextual and communicative is crucial. For Arabic language instructors, pedagogical expertise and modern technologies are crucial. Learning resources need to be dynamic, interesting, and adapted to the digital generation’s preferred learning styles. Additionally, there needs to be a significant effort made to promote Arabic as a world language that was once the focus of international scholarship.

Without major and long-term adjustments, Arabic will eventually lose its place in the national education system and in the hearts of the next generation. As a result, change is now required rather than optional. Modernizing Arabic means fortifying its identity to endure the ever-changing times, not redefining its fundamentals.

Through methodological renewal, media digitization, and cross-disciplinary integration, Arabic can once again play a crucial role in connecting the past with the demands of the future. Arabic will so not only endure but also flourish and contribute to the development of an intelligent, sophisticated, and globally competitive generation.

Supervisor : Dr.Muhammad Iman Sastra Mihajat Ph.D