<![CDATA[This article analyses the existence of the Hadrami Arabic School in Betawi, which shows the ambivalence of Habib ‘Uthmān's attitude as a figure who is exclusive on the one hand and inclusive on the other. The figure portrayed often responds to the problems faced by the hadrami community in Betawi, including the scope of education with his idea of an Arabic School. This article explores Habib ‘Uthmān's life journey, work, and thoughts written in archives or books, journals, and newspapers related to Habib ’Uthmān in the context of his life history, including the curriculum of the Arabic School. This article finds that Habib ‘Uthmān supports the implementation of an education system that maintains the hadrami community and rejects education systems that are contrary to hadrami customs and traditions, including those initiated by the government so that he seems exclusive. On the other hand, Habib ‘Uthmān is found to support government policies, including educational concordance, so he is considered inclusive. This attitude shows Habib ‘Uthmān's ambivalence in Betawi towards the hadrami community and Dutch colonial policies, which is a form of humanization, which is the core purpose of education.]]>
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