Comparative Analysis of Arabic Language Curriculum Policy in Malaysia, Thailand, and Indonesia

Abstract

Arabic language learning across Southeast Asia occupies a strategic yet uneven position, shaped by distinct sociocultural, religious, and institutional dynamics in each country. This study analyzes differences in curriculum models, teaching material effectiveness, and instructional methods applied in Malaysia, Thailand, and Indonesia, focusing on government policy, teaching material structure, and teacher pedagogical competence at the secondary education level. Using a qualitative comparative design with purposive sampling, data were collected through interviews, participatory observation, and document study, then analyzed through data reduction, thematic display, and conclusion verification. The findings show that Malaysia relies on a structured, technology-supported curriculum oriented toward academic linguistic competence; Thailand maintains traditional halaqah-based instruction oriented toward religious identity, with limited exposure to communicative Arabic outside the classroom; and Indonesia pursues a contextual, communicative approach across four language skills but faces substantial infrastructure and standardization disparities. A three-component language policy framework, comprising language management, beliefs, and practices, helps explain why strong central policy in Malaysia does not automatically translate into stronger learning outcomes without adequate teacher training and authentic language exposure. The study proposes a more flexible, context-sensitive curriculum model to address linguistic and structural barriers across the region.