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bibo:abstract "This study stems from academic anxiety regarding the dominance\r\nof Western Intercultural Communicative Competence (ICC) theories,\r\nwhich carry inherent ideological biases that potentially trigger cultural\r\nassimilation and identity disorientation within the madrasah ecosystem. In\r\npractice, the integration of ICC within the 2020 Ministry of Religious\r\nAffairs (Kemenag) Arabic textbook series sparks an epistemic tension\r\nbetween the relentless pressures of global modernity and the urgent need to\r\nprotect religious-national identity. Responding to this issue, this library\r\nresearch aims to extract and reformulate the underlying pedagogical\r\nparadigm embedded within the textual reality of these textbooks. Through\r\na critical-theoretical reading, the textual and visual anatomy of the\r\ntextbooks across multiple levels (MI, MTs, MA) is dissected using a\r\ndialectic between global ICC theories (Byram, Deardorff, Fantini, Risager,\r\nand McConachy) and Islamic educational epistemology.\r\nThe findings indicate that the representation of intercultural\r\ncommunication information is operationalized multidimensionally through\r\na fusion of textual, lingua-cultural, and multimodal elements, which\r\ninclude descriptive-narrative texts, dialogues, cultural notes, realia, and\r\ngraded visual illustrations. Furthermore, this study reveals that the textbook\r\nseries inherently champions an Integrative-Transformative Intercultural\r\nCommunicative Competence (ITICC) model, which operates through a\r\nthree-layered hybrid framework: 1) A foundational dimension acting as a\r\ncultural filter based on Wasaṭiyyah (moderation) values, comprising\r\nfiltrative knowledge, a moderate attitude, and religious critical-ethical\r\nawareness; 2) An alternative modernity dimension that promotes a\r\ndecolonial vision, religious transnationalism, and value-bound 21stcentury\r\nskills; 3) A global competence dimension anchored in language\r\nproficiency based on IMTA’ standards, strategic action embodiment, and\r\nthe learner's identity well-being.\r\nThe originality of this research lies in its construction of the ITICC\r\nparadigm as a new epistemological sovereignty in Indonesian Arabic\r\npedagogy, serving as a robust antithesis to the ideologically biased and\r\nsecular-liberal Western ICC hegemony. The ITICC construct is framed by\r\nthree grand narratives: dynamic protectionism as an adaptive yet nonisolationist\r\ninstrument for cultural filtration; alternative modernity which\r\nensures that learners master 21st-century global skills without suffering\r\nfrom cognitive inferiority; and the cultivation of the global santri as the\r\nultimate human outcome an intercultural communicator capable of\r\nmediating on the international stage while firmly holding onto spiritual\r\nauthenticity and national integrity."^^xsd:string;
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