Reconceptualizing Arabic Language Education for Pluralism and Humanization through the L-STEAMS Framework

Iis Susiawati; Lisnawati Lisnawati; Sholehatun Khasanah; Fatnah Wati

doi:10.35445/alishlah.v18i2.9793

Reconceptualizing Arabic Language Education for Pluralism and Humanization through the L-STEAMS Framework

Iis Susiawati, Lisnawati Lisnawati, Sholehatun Khasanah, Fatnah Wati

Abstract

Arabic language education in contemporary Islamic higher education faces increasing demands to remain relevant within plural societies and rapidly changing social contexts. This article aims to analyze the role of university students in value-based Arabic language learning grounded in pluralism and humanization by examining the thought of Islamic educational scholars within the L-STEAMS framework (Law, Science, Technology/Engineering, Economic, Art, Mathematics, and Spiritual). This study employs a qualitative descriptive approach using library research. Data were derived from classical and contemporary Islamic educational literature, Arabic language pedagogy studies, and research on pluralism, humanization, and integrative education. The data were analyzed through content analysis and interpretative-critical synthesis. The findings indicate that Arabic language education needs to be reoriented from linguistic formalism toward a humanistic pedagogy integrating values of justice, tolerance, and social responsibility. University students, particularly in community engagement contexts such as Kuliah Kerja Nyata (KKN), function as integrative agents connecting language learning with social realities. The L-STEAMS framework offers a holistic model that links legal-ethical awareness, scientific literacy, economic empowerment, cultural creativity, instructional design, and spiritual values within Arabic language learning. This article contributes conceptually by proposing a pluralism-oriented, humanistic, and integrative model for Arabic language education as a future direction for Islamic higher education.

Keywords

Arabic language education; pluralism; humanistic pedagogy; L-STEAMS Islamic higher education

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DOI: https://doi.org/10.35445/alishlah.v18i2.9793