تعليم اللغة العربية في إندونيسيا: تحليل التحديات واستشراف المستقبل في ضوء تجربة المعلم العربي

Abstract

This study aimed to diagnose the reality of teaching the Arabic language in the non-Arabic speaking Indonesian environment and to analyze the multidimensional structural and functional challenges faced by Arab teachers, using a quantitative analytical approach. The study relied on a validated field questionnaire, applied to a purposive sample of 28 Arab teachers working in various educational institutions in Indonesia, enriched with open qualitative observations to deepen contextual understanding. The results revealed the predominance of academic challenges, with three main issues emerging: weak learner self-motivation, a lack of functional and communicative opportunities for language practice outside the classroom, and shortcomings in the theoretical and methodological foundation that facilitates the transition from theoretical competence to communicative performance. The analysis also highlighted clear methodological gaps in the design of educational content and its lack of contextual and cultural suitability for the Indonesian learner. On the financial and organizational level, challenges affecting job stability and professional motivation appeared, while administrative obstacles and cultural/religious differences were less severe, though capable of influencing classroom interaction. The study presents a comprehensive diagnostic framework and practical recommendations directed at educational policymakers and curriculum developers, aiming to transition from the traditional model to a functional and communicative teaching of Arabic in non-Arabic speaking contexts, emphasizing the importance of evidence-based strategic language planning and field research.

Keywords: Teaching Arabic, Indonesia, Arab Teacher, Educational Challenges, Curricula.