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The Freedom Approach-Based in Managing Arabic: Comparison
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Please note this is a comparison between Version 2 by Catherine Yang and Version 3 by Catherine Yang.

This study investigates the implementation of a freedom-based approach in managing classroom interaction for Arabic language learning within the Merdeka Belajar framework, with a focus on Pekanbarucity. The research is motivated by the dominance of teacher-centered practices, that reduce students’ active participation, which is increasingly incompatible with 21st-century demands for communication, collaboration, creativity, and learner autonomy. The study employs a qualitative phenomenological design involving experienced Arabic teachers selected through purposive sampling. Data were collected through in-depth interviews and analyzed using Miles and Huberman’s interactive model, while validity was ensured through triangulation and member checking. The findings demonstrate four significant outcomes. First, classroom interaction patterns show a gradual shift toward dialogical communication, although participation remains dominated by high-achieving students. Second, learning freedom is reflected in the flexibility of tasks and methods, allowing students to choose activities that suit their preferences and learning styles. Third, teachers’ roles are transforming from knowledge transmitters to facilitators who guide and support the learning process. Fourth, the application of the freedom-based approach positively affects students’ motivation, confidence, and independence in using Arabic, thereby fostering intrinsic discipline and active participation. Overall, the study confirms the relevance of a freedom-based approach in enhancing the effectiveness of Arabic language learning. It provides both theoretical contributions to the discourse on classroom management and practical guidance for teachers in creating humanistic, participatory, and responsive classrooms aligned with the goals of Merdeka Belajar and the competencies required in the 21st century.

  • Freedom-based approach
  • Classroom interaction management
  • Arabic language learning
  • merdeka Belajar era

Paulo Freire (1970) [1] in Pedagogy of the Oppressed emphasizes the importance of freedom of thought in education, which is in line with the concept of freedom-based classroom interaction management [1][2](Freire, 1970; Siswadi, 2022). The concepts of freedom of thought and freedom-based classroom interaction management are reflected in freedom thinking-based learning strategies that balance the roles of teachers and students and encourage active communication [3][4](Signoret, 2013; Taufik et al., 2024). The social phenomenon in Arabic language learning in Indonesia shows that the pattern of interaction in the classroom is still largely dominated by teachers, while students tend to be passive [5][6](Muradi et al., 2021; Syafni et al., 2025). This condition is not in line with the needs of the 21st century, which demands communication skills [7][8][9](Mahatma, 2024; Tsany et al., 2024),), collaboration [7][8][9](Mahatma, 2024; Tsany et al., 2024), creativity (Fitria et al., an2024; Rilianty et al., 2023), and independence (Fitriani & [10][11]Maarif, 2023; Lestari, 2023).

This reality raises serious questions about the effectiveness of classroom management that is overly oriented towards teacher authority, especially when students are expected to develop Arabic language competencies in a global context that emphasizes active participation and learning autonomy [12](Haq, 2023). In addition to Paulo Freire's theory of freedom, this study is also relevant to Carl Rogers' humanistic theory, which emphasizes students' freedom in managing their learning process [13](Rogers, 1969), and Kolb's experiential learning theory, which emphasizes direct experience as the core of learning [14](Kolb et al., 2014). This perspective is reinforced by Mezirow's transformative learning theory, which views education as a process of changing ways of thinking through critical reflection [15](Mezirow, 1991). Furthermore, sociocultural language learning theory underscores the importance of social interaction in language learning, where students acquire a learning identity through active participation in the classroom community [16](Norton & Toohey, 2011).

All of these theories are in line with the Merdeka Belajar (Freedom of Learning) policy, which demands independence, autonomy, and active student participation in learning, so that the management of Arabic language classroom interactions in Pekanbaru City must be directed towards a democratic, participatory, and liberating pattern [17][18](Azhar et al., 2022; Muhammad, 2024).

The paradigm shift in education in the digital age has led to various innovations in learning strategies, including in the context of Arabic language teaching. in The Use of Arabic Neologisms in Social Media Applications. The International Journal of Arabic-English Studies, 2021 highlights the importance of creativity and linguistic freedom in the use of modern Arabic (Hamdan & Al-Salman, [19][20]2021; Izzati et al., 2025). The important role of education in developing human potential, integrating intelligence to encourage individual growth [21](Mulliyani, M., & Amril, 2023).

Currently, the classroom is no longer seen as merely a place for teachers to deliver material, but as an interactive ecosystem that demands the active involvement of students [19][22][23][24][25](Almelhes & Alsaiari, 2024; Ekawati et al., 2024; Hamdan & Al-Salman, 2021; Sutisna & Atha, 2023; Widiyanti, 2024). According to the Handbook of classroom management, classroom management is not just about maintaining order, but also about building a positive climate that allows students to learn optimally (Emmer & Sabornie, 2015; [26][27][28]Khotimah & Ilmiani, 2024; Siswanto, 2022).

In the context of Arabic, classroom management poses a unique challenge because learning requires , intensive practice [29](Soleh et al., 2021), and patience in the language acquisition process [30](Masnun et al., 2025).). The challenges of globalization, technological developments, and shifts in the learning culture of the younger generation have created a need for a more flexible, dialogical, and freedom-oriented approach to classroom management [31](Ahmadi et al., 2024). This highlights the need for teachers to adapt to digital technology while ensuring that students receive comprehensive guidance and support (Noverma & [32]Wahyudi, 2025).

In Arabic language teaching practice, there is often a tendency for traditional methods to still emphasize full teacher control and material dominance (Fasha [33][34][35]et al., 2025; Pratama et al., 2024; Waliyuddin et al., 2024). This model does not provide enough space for students to express their ideas, ask critical questions, and build authentic communication (Akramova, 2023; [36][37]Isnaini et al., 2025).. This is where the freedom approach in classroom interaction management becomes relevant, as it places students as subjects who have learning authority while encouraging the formation of a democratic classroom atmosphere (Izzati [4][20][38]et al., 2025; Rahmadhani, Willy Hidayati, 2024; Taufik et al., 2024).

The freedom approach does not mean without restrictions, but rather a pedagogical strategy that provides space for active participation, freedom of expression, and opportunities for exploration within a guided framework (Almelhes [22][39][40]& Alsaiari, 2024; Amrullah et al., 2022; Simon & Mutmainah, 2025). In the context of Arabic language teaching, this approach has the potential to strengthen communicative competence, namely the use of language in real contexts, the integration of the four skills (listening, speaking, reading, writing), and interactive activities such as dialogue, role-play, and group discussions [17][23][41][42][43][44](Azhar et al., 2022; Ekawati et al., 2024; Hendri, 2017; Janadbah & Sharef, 2024; Zubair, 2024; Zulhannan et al., 2025). The implementation of this approach not only encourages active engagement and motivation to learn, but also builds a more egalitarian relationship between teachers and students, so that classroom interaction management becomes more effective and in line with the demands of 21st-century learning [45][46](Egitim, 2021; Riyadi & Robandi, 2025).

The Merdeka Curriculum provides flexibility for schools and teachers in designing learning strategies according to the needs of students. This flexibility is important because each school has different conditions, student characteristics, and resources [47][48](Hadi et al., 2023; Irsyad et al., 2024). According to (Angga et al., [49]2022), the Merdeka Curriculum is designed to make it easier for educational units to adapt learning to the local context and the needs of students. Findings [50](Fitri Rahayu, 2025)indicate the need for modernization in continuous teaching to ensure that Islamic education remains competitive and relevant in a global context.  [51](Fitriyah & Wardani, 2022)emphasize that curriculum flexibility allows teachers to develop creative, participatory, and contextual learning strategies.

(Nurmasyitah [52]et al., 2023)found that flexibility in the Merdeka Curriculum has a positive implication on student learning motivation, as teachers can adapt the material to the students' learning styles [52](Nurmasyitah et al., 2023). (Lestari, [11]2023)emphasizes that the freedom to adapt the curriculum helps teachers overcome differences in students' learning abilities within a single class. (Rizaldi [53]& Fatimah, 2023)also shows that curriculum flexibility accelerates post-pandemic learning recovery by adjusting content as needed. The curriculum must adapt to contemporary developments and student needs to effectively address current issues through well-designed educational materials [54](Lestari, U. F., Wahyudi, H., Hidayat, H., & Hakim, 2024).

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