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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Penelitian Humaniora Litera Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) Lingua Cultura Al-Lisan Kajian Linguistik dan Sastra Journal of English and Education EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning Journal of Language and Literature Jurnal Ilmu Keluarga dan Konsumen LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics Martabe : Jurnal Pengabdian Kepada Masyarakat JEES: Journal of English Educational Study Humaniora Linguistik Indonesia Metalingua: Jurnal Penelitian Bahasa Journal of English Language Teaching and Linguistics REiLA: Journal of Research and Innovation in Language Jurnal Abdi Insani Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Al-Lisan: Jurnal Bahasa Indonesian Journal of EFL and Linguistics Tarling : Journal of Language Education DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Asalibuna International Journal of Education and Digital Learning (IJEDL) Studies in English Language and Education ADJES (Ahmad Dahlan Journal of English Studies) Journal of Literature Language and Academic Studies (J-LLANS) REGISTER JOURNAL iRecall Journal Indonesian Journal of English Language Teaching and Applied Linguistics
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Journal : iRecall Journal

Student Voice, Teacher Professionalism, and Critical Pedagogy in Arabic Language Education: Insights from Indonesia Akmalia, Frida; Andriyanti, Erna; Triyono, Sulis
IRecall Journal Vol. 3 No. 2 (2025): iRecall Journal: An Indonesian Journal for Language Learning and Teaching
Publisher : Indonesian Reseacher for Language Learning and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64908/r4c10y81

Abstract

Arabic language education in Indonesia occupies a distinctive position as both a sacred and heritage language, yet classroom pedagogy remains constrained by grammar-translation methods, exam-driven assessment, and hierarchical teacher–student relations. This article examines the intersections of student voice, teacher professionalism, and critical pedagogy in Arabic classrooms, highlighting their potential to reframe pedagogy in faith-based settings. Drawing on critical pedagogy (Freire, 1970) and democratic professionalism (Sachs, 2001), we synthesize international scholarship with the Indonesian context to propose a context-sensitive framework for integrating student perspectives. The analysis illustrates how curricular reforms (KMA No. 183/2019), digital tools, and dialogical practices create openings for student agency, while cultural hierarchies and exam orientations continue to constrain authentic participation. We argue that student voice in Arabic education not only enhances learner engagement and communicative competence but also reshapes teacher identity toward more reflective and dialogical professionalism. By situating these dynamics in Indonesia, this article offers insights into how student voice, teacher professionalism, and critical pedagogy converge in Arabic language education, extending global debates on multilingual and faith-based pedagogy.