Transformation of Arabic Language Education: A Structural-Functional Perspective

This research aims to elaborate on the transformation of Arabic language education from a functional structural perspective. This research is library research carried out using descriptive analysis methods. The data collection techniques used in this research are the exploration and review of written literature in documents, books, journal articles, or other text sources related to the research focus. This study’s literature was taken through several open-access sites such as ERIC, Google Scholar, JSTOR, Mendeley Solution and Springer concerning the latest publications. After collecting the data needed for research, the data is reviewed, analyzed, interpreted, and packaged into a comprehensive framework explanation. The results of this research show that transformation in Arabic language education refers to the ability of educational institutions to manage various social changes. From a functional structural perspective, Arabic language education comprises various interrelated subsystems such as teachers, student objectives, materials, methods, media, and educational evaluation. To realize transformation, educational institutions must be able to manage all subsystems following social change. In this context, one scheme that can be implemented is the AGIL scheme, which includes adaptation, goal attainment, integration, and latency.