Transformative Education in Teaching Critical Reading of Arabic through Case-Based Learning Samsi Setiadi, Siti Masyitoh, Rifda Haniefa, Khotimatun Nafi^ah, Mia Mutmainah
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Abstract
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This paper examines the application of transformative education in teaching critical reading of Arabic texts through a case-based learning (CBL) approach. Traditional methods of Arabic reading instruction have been limited to grammar analysis and literal comprehension, which fail to foster critical thinking and social awareness. Transformative education, informed by the theories of Paulo Freire, Jack Mezirow, and Ki Hajar Dewantara, emphasizes critical reflection, dialogue, and empowerment, making it highly compatible with CBL strategies. Through conceptual analysis, this study highlights how CBL can be used as a transformative pedagogical model for developing critical Arabic reading skills. The findings suggest that integrating CBL with transformative education principles enables students to analyze Arabic texts within broader cultural, political, and social contexts, thus preparing them for intercultural dialogue and global citizenship
