REPRESENTASI KOMUNIKASI LINTAS BUDAYA DALAM BUKU AJAR BAHASA ARAB KEMENAG RI TAHUN 2020: DIMENSI, MODERNITAS DAN KOMPETENSI GLOBAL

Muhammad Yusuf, NIM.: 22304021008 (2026) REPRESENTASI KOMUNIKASI LINTAS BUDAYA DALAM BUKU AJAR BAHASA ARAB KEMENAG RI TAHUN 2020: DIMENSI, MODERNITAS DAN KOMPETENSI GLOBAL. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study stems from academic anxiety regarding the dominance of Western Intercultural Communicative Competence (ICC) theories, which carry inherent ideological biases that potentially trigger cultural assimilation and identity disorientation within the madrasah ecosystem. In practice, the integration of ICC within the 2020 Ministry of Religious Affairs (Kemenag) Arabic textbook series sparks an epistemic tension between the relentless pressures of global modernity and the urgent need to protect religious-national identity. Responding to this issue, this library research aims to extract and reformulate the underlying pedagogical paradigm embedded within the textual reality of these textbooks. Through a critical-theoretical reading, the textual and visual anatomy of the textbooks across multiple levels (MI, MTs, MA) is dissected using a dialectic between global ICC theories (Byram, Deardorff, Fantini, Risager, and McConachy) and Islamic educational epistemology. The findings indicate that the representation of intercultural communication information is operationalized multidimensionally through a fusion of textual, lingua-cultural, and multimodal elements, which include descriptive-narrative texts, dialogues, cultural notes, realia, and graded visual illustrations. Furthermore, this study reveals that the textbook series inherently champions an Integrative-Transformative Intercultural Communicative Competence (ITICC) model, which operates through a three-layered hybrid framework: 1) A foundational dimension acting as a cultural filter based on Wasaṭiyyah (moderation) values, comprising filtrative knowledge, a moderate attitude, and religious critical-ethical awareness; 2) An alternative modernity dimension that promotes a decolonial vision, religious transnationalism, and value-bound 21stcentury skills; 3) A global competence dimension anchored in language proficiency based on IMTA’ standards, strategic action embodiment, and the learner's identity well-being. The originality of this research lies in its construction of the ITICC paradigm as a new epistemological sovereignty in Indonesian Arabic pedagogy, serving as a robust antithesis to the ideologically biased and secular-liberal Western ICC hegemony. The ITICC construct is framed by three grand narratives: dynamic protectionism as an adaptive yet nonisolationist instrument for cultural filtration; alternative modernity which ensures that learners master 21st-century global skills without suffering from cognitive inferiority; and the cultivation of the global santri as the ultimate human outcome an intercultural communicator capable of mediating on the international stage while firmly holding onto spiritual authenticity and national integrity.

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