<![CDATA[This study investigates the implementation of a freedom-based approach in managing classroom interaction for Arabic language learning within the Merdeka Belajar framework, with a focus on Pekanbaru city. The research is motivated by the dominance of teacher-centered practices, that reduce students’ active participation, which is increasingly incompatible with 21st-century demands for communication, collaboration, creativity, and learner autonomy. The study employs a qualitative phenomenological design involving experienced Arabic teachers selected through purposive sampling. Data were collected through in-depth interviews and analyzed using Miles and Huberman’s interactive model, while validity was ensured through triangulation and member checking. The findings demonstrate four significant outcomes. First, classroom interaction patterns show a gradual shift toward dialogical communication, although participation remains dominated by high-achieving students. Second, learning freedom is reflected in the flexibility of tasks and methods, allowing students to choose activities that suit their preferences and learning styles. Third, teachers’ roles are transforming from knowledge transmitters to facilitators who guide and support the learning process. Fourth, the application of the freedom-based approach positively affects students’ motivation, confidence, and independence in using Arabic, thereby fostering intrinsic discipline and active participation. Overall, the study confirms the relevance of a freedom-based approach in enhancing the effectiveness of Arabic language learning. It provides both theoretical contributions to the discourse on classroom management and practical guidance for teachers in creating humanistic, participatory, and responsive classrooms aligned with the goals of Merdeka Belajar and the competencies required in the 21st century.]]>
