Scientometrics of Language Policy in Sustaining Arabic Learning in Indonesia
Keywords:
Sustainability of Arabic Learning, Language Policy, Scientometrics
Abstract
This study examines the evolution of Arabic language policy in Indonesia, focusing on its historical and political dimensions to assess the sustainability of Arabic language education. The analysis specifically highlights five key revisions to the Arabic language curriculum in the post-reform era, aimed at enhancing the quality of Arabic language instruction in Indonesia. Utilizing Norman Fairclough's Critical Discourse Analysis (CDA), this research explores the historical trajectory of Arabic language teaching from the Dutch East Indies era to the present. The findings reveal that Arabic language policy has undergone significant transformations since the reform period, reflecting the government’s sustained efforts to improve the quality and continuity of Arabic education. The political context plays a crucial role in shaping the classification of students' language proficiency, the objectives of Arabic language learning, and its status as an integral part of religious identity. The study suggests that further research is needed to deepen the understanding of Arabic language policy. Based on bibliometric analysis, it is recommended that future scholars focus on exploring language education policies to broaden the existing literature on this subject.
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References
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Graham, K. M., & Yeh, Y.-F. (2023). Teachers’ Implementation of Bilingual Education in Taiwan: Challenges and Arrangements. Asia Pacific Education Review, 24(3), 461–472. https://doi.org/10.1007/s12564-022-09791-4
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Husseinali, G. (2006). Who is Studying Arabic and Why? A Survey of Arabic Students’ Orientations at a Major University. Foreign Language Annals, 39(3), 395–412. https://doi.org/10.1111/j.1944-9720.2006.tb02896.x
Jeong, H., & Lindemann, S. (2024). Facilitating or Compromising Inclusion? Language Policies at Swedish Higher Education Institutions as Workplaces. Multilingua. https://doi.org/10.1515/multi-2023-0077
Johansson-Nogués, E. (2020). The Organization of Islamic Cooperation and the Arab League. In Group Politics in UN Multilateralism (pp. 97–114). Brill | Nijhoff. https://doi.org/10.1163/9789004384446_007
Jumhana, N., & Maksum, A. (2021). Kebijakan Pembelajaran Bahasa Arab di Indonesia: Pendekatan Pembelajaran dalam Kurikulum Bahasa Arab KMA 183 Tahun 2019 dan Implementasinya di Provinsi Banten. Media Madani.
Karim, A., Islam, M. S., Hamid, M. O., Rahman, M. M., & Amin, E. U. (2023). Language Ideology, Development of English Proficiency, and Performance in Professional Communication: Voices of STEM + Business Graduates of English Medium University. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 27. https://doi.org/10.1186/s40862-023-00200-w
Kusuma, A. B. (2015). Transformasi Pengajaran Bahasa Arab di Indonesia. Al-Manar: Jurnal Komunikasi Dan Pendidikan Islam, 4(2), 1–23.
Liang, L., Chik, A., & Li, H. (2024). English as a Foreign Language Education in East-Asian Early Childhood Education Settings: A Scoping Review. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01646-4
Lukens‐Bull, R. A. (2001). Two Sides of the Same Coin: Modernity and Tradition in Islamic Education in Indonesia. Anthropology & Education Quarterly, 32(3), 350–372. https://doi.org/10.1525/aeq.2001.32.3.350
Manan, S. A., Mukhamediyeva, S., Kairatova, S., Tajik, M. A., & Hajar, A. (2024). Policy from Below: STEM Teachers’ Response to EMI Policy and Policy-Making in the Mainstream Schools in Kazakhstan. Current Issues in Language Planning, 25(1), 89–109. https://doi.org/10.1080/14664208.2023.2243170
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Muradi, A. (2013). Tujuan Pembelajaran Bahasa Asing (Arab) di Indonesia. Jurnal Al-Maqayis: Journal of Arabic Education and Arabic Studies, 1(1), 128–137. https://doi.org/10.18592/jams.v1i1.182
Muradi, A., Mubarak, F., Permana, F., Hidayat, Y., & Wekke, I. (2021). Revitalization of the Existence of Arabic in Indonesia. SSRN Electronic Journal, 57(November), 505–514. https://doi.org/10.2139/ssrn.3767448
Nisa’, M. (2018). Politik Pendidikan Bahasa Arab di Perguruan Tinggi: Analisis Wacana atas Program Studi Bahasa Arab UIN Jakarta dan UI (Issue 1). UIN Syarif Hidayatullah Jakarta.
Phyak, P. (2024). “Looking Like a Boarding School Student”: The Construction of Unequal Personhood in Language Policy in Education. International Journal of the Sociology of Language, 2024(285), 93–110. https://doi.org/10.1515/ijsl-2023-0026
Putra, W. H., & Sholihah, R. A. (2020). Politik Bahasa Asing dan Hegemoni Pesantren di Nusantara. Aphorisme: Journal of Arabic Language, Literature, and Education, 1(1), 43–53. https://doi.org/10.37680/aphorisme.v1i1.320
Rahman, M. M., & Singh, M. K. M. (2022). English Medium University STEM Teachers’ and Students’ Ideologies in Constructing Content Knowledge through Translanguaging. International Journal of Bilingual Education and Bilingualism, 25(7), 2435–2453. https://doi.org/10.1080/13670050.2021.1915950
Rosyidi, A. W. (2014). Peningkatan Kualitas Pengajar Bahasa Arab Sebagai Upaya Meningkatkan Standar Mutu Pembelajaran Bahasa Arab. Jurnal Ilmiah Peuradeun, 2(3), 195–210.
Satrio. (2018). Urgensi Penguasaan Bahasa Arab Dalam Studi Islam Di Indonesia. Perada: Jurnal Studi Islam Kawasan Melayu, 1(2), 163–177. https://doi.org/10.35961/perada.v1i2.22
Sharkey, H. J. (2008). Arab Identity and Ideology in Sudan: The Politics of Language, Ethnicity, and Race. African Affairs, 107(426), 21–43. https://doi.org/10.1093/afraf/adm068
Simie, T., & McKinley, J. (2024). English Medium Instruction in Ethiopian University Mission Statements and Language Policies. Language Policy. https://doi.org/10.1007/s10993-024-09693-8
Spolsky, B. (2004). Language Policy. Cambridge University Press.
Uyuni, Y. R., Reonaldi, A., Aziz, N. I. B., & Al Maa’uun, H. (2024). The Importance of Arabic Language Standardisation Policy as Final Student Advantage in Islamic Boarding School. Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab, 8(2), 153–171. https://doi.org/10.32699/liar.v8i2.7594
Al-Khawaldeh, N. N., Alomoush, O. I., Khalaf, E. M. Al, Almahameed, Y. S., & Jaradat, A. A. (2024). Language Maintenance: The Case of Modern Standard Arabic Among Bilinguals. Journal of Language Teaching and Research, 15(2), 588–597. https://doi.org/10.17507/jltr.1502.27
Al Shlowiy, A. S. (2022). Language, Religion, and Communication: The Case of Islam and Arabic in the Asia-Pacific. Journal of Asian Pacific Communication, 32(2), 198–213. https://doi.org/10.1075/japc.00040.shl
Amanzhol, N., Amanova, A., Kerimbekova, B., Zholmakhanova, A., & Sarmurzin, Y. (2023). “My Expectation did Not Meet Reality”: Challenges of Undergraduate Students in English-Medium Instruction in Kazakhstan. Asian Education and Development Studies, 13(1), 31–44. https://doi.org/10.1108/AEDS-06-2023-0062
Arifin, Z., Desrani, A., Wardana Ritonga, A., & Ibrahim, F. M. A. (2023). An Innovation in Planning Management for Learning Arabic at Islamic Boarding Schools. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 8(1), 77–89. https://doi.org/10.31538/ndh.v8i1.3237
Azra, A. (1998). Esei-esei Intelektual Muslim dan Pendidikan Islam. Logos Wacana Ilmu.
Azra, A. (2000). Islam in Indonesian Foreign Policy: Assessing Impacts of Islamic Revivalism During the Soeharto Era. Studia Islamika, 7(3), 1–29. https://doi.org/10.15408/sdi.v7i3.701
Bannister, P., Alcalde Peñalver, E., & Santamaría Urbieta, A. (2024). Transnational Higher Education Cultures And Generative AI: A Nominal Group Study for Policy Development in English Medium Instruction. Journal for Multicultural Education, 18(1/2), 173–191. https://doi.org/10.1108/JME-10-2023-0102
Cahyani, M., Sunarko, A., Mulyani, P. S., & Fatkhurrohman, F. (2023). Telaah Komprehensif Penyajian Materi Dan Teknik Evaluasi Buku Teks Bahasa Arab Kelas VIII Madrasah Tsanawiyah KMA Nomor 183 Terbitan Kemenag Tahun 2020. Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab, 7(1), 1–17. https://doi.org/10.32699/liar.v7i1.4624
Chaer, A., & Agustina, L. (2004). Sosiolinguistik: Perkenalan Awal (2nd ed.). Rineka Cipta.
Chen, X., Ye, P., Huang, L., Wang, C., Cai, Y., Deng, L., & Ren, H. (2023). Exploring Science-Technology Linkages: A Deep Learning-Empowered Solution. Information Processing & Management, 60(2), 103255. https://doi.org/10.1016/j.ipm.2022.103255
Cowling, M., Crawford, J., Allen, K.-A., & Wehmeyer, M. (2023). Using Leadership to Leverage ChatGPT and Artificial Intelligence for Undergraduate and Postgraduate Research Supervision. Australasian Journal of Educational Technology, 39, 89–103. https://doi.org/10.14742/ajet.8598
Cushing, I. (2024). Tiered Vocabulary and Raciolinguistic Discourses of Deficit: from Academic Scholarship to Education Policy. Language and Education, 0(0), 1–19. https://doi.org/10.1080/09500782.2024.2308824
Deumert, A. (2006). Language Planning - Language Determination. In U. Ammon, N. Dittmar, K. J. Mattheier, & P. Trudgill (Eds.), Sociolinguistics Part 3. Walter de Gruyter. https://doi.org/10.1515/9783110184181.3.11.2394
Dong, J., & Han, Y. (2023). Unpacking the Epistemic Injustice in English Medium Instruction: An Ethnography of Bangladeshi Students’ Language Ideologies in China. Journal of Multilingual and Multicultural Development, 1–14. https://doi.org/10.1080/01434632.2023.2292129
Dorner, L. M., Kim, S., Bonney, E. N., & Montes, I. C. (2023). Using Critical Discourse Analysis to Challenge and Change Educational Practice and Policy. In Handbook of Critical Education Research. Routledge.
Fairclough, N. (1995). Critical Discourse Analysis. Addison Wesley Longman.
Fang, F., Jiang, L., & Yang, J. (2023). To Impart Knowledge or to Adhere to Policy: Unpacking Language Ideologies and Practices in Chinese EMI Courses through a Translanguaging Lens. Language Teaching Research, 13621688231183772. https://doi.org/10.1177/13621688231183771
Freire, J. A., & Delavan, M. G. (2021). The Fiftyfication of Dual Language Education: One-size-fits-all Language Allocation’s “Equality” and “Practicality” Eclipsing a History of Equity. Language Policy, 20(3), 351–381. https://doi.org/10.1007/s10993-021-09579-z
García-Sánchez, I. M. (2010). The politics of Arabic language education: Moroccan immigrant children’s language socialization into ethnic and religious identities. Linguistics and Education, 21(3), 171–196. https://doi.org/10.1016/j.linged.2010.04.003
Graham, K. M., & Yeh, Y.-F. (2023). Teachers’ Implementation of Bilingual Education in Taiwan: Challenges and Arrangements. Asia Pacific Education Review, 24(3), 461–472. https://doi.org/10.1007/s12564-022-09791-4
Hirsch, J. E. (2005). An Index to Quantify an Individual’s Scientific Research Output. Proceedings of the National Academy of Sciences of the United States of America, 102(46), 16569–16572. https://doi.org/10.1073/pnas.0507655102
Husseinali, G. (2006). Who is Studying Arabic and Why? A Survey of Arabic Students’ Orientations at a Major University. Foreign Language Annals, 39(3), 395–412. https://doi.org/10.1111/j.1944-9720.2006.tb02896.x
Jeong, H., & Lindemann, S. (2024). Facilitating or Compromising Inclusion? Language Policies at Swedish Higher Education Institutions as Workplaces. Multilingua. https://doi.org/10.1515/multi-2023-0077
Johansson-Nogués, E. (2020). The Organization of Islamic Cooperation and the Arab League. In Group Politics in UN Multilateralism (pp. 97–114). Brill | Nijhoff. https://doi.org/10.1163/9789004384446_007
Jumhana, N., & Maksum, A. (2021). Kebijakan Pembelajaran Bahasa Arab di Indonesia: Pendekatan Pembelajaran dalam Kurikulum Bahasa Arab KMA 183 Tahun 2019 dan Implementasinya di Provinsi Banten. Media Madani.
Karim, A., Islam, M. S., Hamid, M. O., Rahman, M. M., & Amin, E. U. (2023). Language Ideology, Development of English Proficiency, and Performance in Professional Communication: Voices of STEM + Business Graduates of English Medium University. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 27. https://doi.org/10.1186/s40862-023-00200-w
Kusuma, A. B. (2015). Transformasi Pengajaran Bahasa Arab di Indonesia. Al-Manar: Jurnal Komunikasi Dan Pendidikan Islam, 4(2), 1–23.
Liang, L., Chik, A., & Li, H. (2024). English as a Foreign Language Education in East-Asian Early Childhood Education Settings: A Scoping Review. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01646-4
Lukens‐Bull, R. A. (2001). Two Sides of the Same Coin: Modernity and Tradition in Islamic Education in Indonesia. Anthropology & Education Quarterly, 32(3), 350–372. https://doi.org/10.1525/aeq.2001.32.3.350
Manan, S. A., Mukhamediyeva, S., Kairatova, S., Tajik, M. A., & Hajar, A. (2024). Policy from Below: STEM Teachers’ Response to EMI Policy and Policy-Making in the Mainstream Schools in Kazakhstan. Current Issues in Language Planning, 25(1), 89–109. https://doi.org/10.1080/14664208.2023.2243170
Marbun, T. O. (2024). Mapping Challenges, Opportunities, Strategies, and Policies on the Use of ChatPGT in Indonesians Theological Higher Education. Journal of Religious & Theological Information, 23(4), 99–110. https://doi.org/10.1080/10477845.2024.2302680
Muradi, A. (2013). Tujuan Pembelajaran Bahasa Asing (Arab) di Indonesia. Jurnal Al-Maqayis: Journal of Arabic Education and Arabic Studies, 1(1), 128–137. https://doi.org/10.18592/jams.v1i1.182
Muradi, A., Mubarak, F., Permana, F., Hidayat, Y., & Wekke, I. (2021). Revitalization of the Existence of Arabic in Indonesia. SSRN Electronic Journal, 57(November), 505–514. https://doi.org/10.2139/ssrn.3767448
Nisa’, M. (2018). Politik Pendidikan Bahasa Arab di Perguruan Tinggi: Analisis Wacana atas Program Studi Bahasa Arab UIN Jakarta dan UI (Issue 1). UIN Syarif Hidayatullah Jakarta.
Phyak, P. (2024). “Looking Like a Boarding School Student”: The Construction of Unequal Personhood in Language Policy in Education. International Journal of the Sociology of Language, 2024(285), 93–110. https://doi.org/10.1515/ijsl-2023-0026
Putra, W. H., & Sholihah, R. A. (2020). Politik Bahasa Asing dan Hegemoni Pesantren di Nusantara. Aphorisme: Journal of Arabic Language, Literature, and Education, 1(1), 43–53. https://doi.org/10.37680/aphorisme.v1i1.320
Rahman, M. M., & Singh, M. K. M. (2022). English Medium University STEM Teachers’ and Students’ Ideologies in Constructing Content Knowledge through Translanguaging. International Journal of Bilingual Education and Bilingualism, 25(7), 2435–2453. https://doi.org/10.1080/13670050.2021.1915950
Rosyidi, A. W. (2014). Peningkatan Kualitas Pengajar Bahasa Arab Sebagai Upaya Meningkatkan Standar Mutu Pembelajaran Bahasa Arab. Jurnal Ilmiah Peuradeun, 2(3), 195–210.
Satrio. (2018). Urgensi Penguasaan Bahasa Arab Dalam Studi Islam Di Indonesia. Perada: Jurnal Studi Islam Kawasan Melayu, 1(2), 163–177. https://doi.org/10.35961/perada.v1i2.22
Sharkey, H. J. (2008). Arab Identity and Ideology in Sudan: The Politics of Language, Ethnicity, and Race. African Affairs, 107(426), 21–43. https://doi.org/10.1093/afraf/adm068
Simie, T., & McKinley, J. (2024). English Medium Instruction in Ethiopian University Mission Statements and Language Policies. Language Policy. https://doi.org/10.1007/s10993-024-09693-8
Spolsky, B. (2004). Language Policy. Cambridge University Press.
Uyuni, Y. R., Reonaldi, A., Aziz, N. I. B., & Al Maa’uun, H. (2024). The Importance of Arabic Language Standardisation Policy as Final Student Advantage in Islamic Boarding School. Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab, 8(2), 153–171. https://doi.org/10.32699/liar.v8i2.7594
Published
2025-06-30
How to Cite
RitongaA., BahruddinU., AbdullahM., DesraniA., & AyadN. (2025, June 30). Scientometrics of Language Policy in Sustaining Arabic Learning in Indonesia. Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab, 9(1), 73-91. https://doi.org/https://doi.org/10.32699/liar.v9i1.8954
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