<![CDATA[The implementation of Arabic language teaching and learning in Malaysia over the past three decades has demonstrated dynamic and progressive development. However, this subject is not immune to the challenges and problems that arise in both teaching and learning. Therefore, a collective and strategic effort is required to reform and transform prevailing mindsets, thereby improving the overall effectiveness of Arabic language education. This study aims to identify the main criteria for a homeschooling approach as an alternative to traditional education in Arabic language teaching and learning among primary school students. To identify the main criteria, thematic analysis is applied to four key aspects: the module, implementation, time, and type of homeschooling activities. Several interviews were conducted by three Arabic language committee teachers across the state of Terengganu, Malaysia. The data is analysed by the computer software ATLAS. ti version 9. The results provide positive insights and constructive suggestions from study participants regarding the criteria for a homeschooling approach to teaching and learning Arabic to primary school students. The main criteria identified in this study are as follows: the inclusion of appropriate, straightforward, and concise basic modules; alignment with the Arabic language education syllabus established by the Malaysian Ministry of Education (MOE); a flexible implementation method; an emphasis on group learning; the prioritization of mental breaks; and the use of engaging, creative, and enjoyable student-centered activities. The primary implication of this study is to propose a foundational reference for developing a comprehensive framework of guidelines for implementing the homeschooling approach in teaching and learning Arabic to primary school students in Malaysia.]]>
