<![CDATA[This article analyzes the paradox of Suggestopedia in Arabic language learning, between claims of hypermnesia and classroom reality. This article uses a qualitative method with a library study design. Data were obtained from journal articles, language learning methodology books, previous research results, and scientific documents discussing Suggestopedia, Arabic language learning, affective aspects, and the challenges of implementing humanistic methods. The analysis was conducted through data reduction, thematic categorization, interpretive reading, and context synthesis. The results show that Suggestopedia has an important contribution in creating a relaxed, humanistic Arabic language learning process, focused on reducing anxiety. This method has the potential to increase student participation, psychological comfort, vocabulary mastery, and language confidence. However, the claim of hypermnesia cannot be accepted absolutely because its effectiveness depends on teacher readiness, classroom facilities, student-to-student ratio, material design, and learning culture. This article concludes that Suggestopedia is more appropriately positioned as a psychopedagogical support approach than a single method. Repositioning it through a hybrid model with a communicative approach, contextual structure training, and digital media is a more realistic alternative for contemporary Arabic language learning..]]>
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