<![CDATA[Child-friendly education has become an important issue in developing learning environments that respect students’ dignity, psychological needs, and developmental characteristics. In the context of Arabic language education in Islamic boarding schools, the development of a humanistic language environment remains an important area that requires deeper exploration. This study aims to analyze the construction of humanistic values in a child-friendly Arabic language environment at Pondok Pesantren Miftahul Ulum Panyeppen Pamekasan from the perspective of Berger and Luckmann’s social construction theory. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, non-participant observation, and document analysis involving pesantren leaders, Arabic language program managers, teachers, administrators, and students. The findings reveal that the humanization of the Arabic language environment is constructed through three stages: externalization, objectivation, and internalization. Externalization occurs through the development of communicative and enjoyable Arabic language practices; objectivation is manifested through institutional regulations, management structures, and mentoring systems; while internalization appears through students’ acceptance, motivation, comfort, and active participation in Arabic language activities. This study concludes that a child-friendly Arabic language environment is not merely a linguistic learning space but also a social educational reality that integrates language development with humanistic educational values]]>
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