<![CDATA[This study examines the dynamics of Arabic language beliefs in national education policy. Other studies often place national education policy as part of nationalism and Indonesian-ness. This study found that national education policy towards Arabic prioritizes unbalanced modernity, resulting in discrimination. Referring to language policy theory, language policy, including education, is based on the state's language beliefs towards a language, which then becomes a policy in the form of mandatory laws. This study uses a qualitative approach to policy documents in the form of national education policy. Data analysis was conducted using Norman Fairlough's critical discourse analysis (Text, discursive practice, social practice). The results show that the dynamics of language beliefs in the National Education Policy towards Arabic in the national education system include theological beliefs (2003-2014), epistemic-hermeneutic (2019), and communicative (2019-2024). Initially, Arabic was positioned as a sacred religious language in worship activities, as stated in Law No. 20/2003. Following the enactment of Law No. 18/2019 concerning Islamic boarding schools, Arabic was adopted as the language of Islamic religious knowledge. KMA No. 183 and 184/2019 stipulated that Arabic be studied for international communication. Awareness is needed to shift public perception so that Arabic can be seen as a relevant language in various aspects of life, not just the religious realm.]]>
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