إعادة بناء تصميم مكونات منهج اللغة العربية في مدرسة التربية الإسلامية بشاندونج، سومطرة الغربية – إندونيسيا: دراسة ميدانية تحليلية
Abstract
This study aims to examine and reconstruct the design of the core components of the Arabic language curriculum at Madrasah al-Tarbiyah al-Islamiyah Shandong, West Sumatra, Indonesia, through a critical and applied approach grounded in field-based research. The study focuses on four main curriculum components: learning objectives, instructional content or materials, teaching methods and strategies, and the assessment system. Employing a qualitative research design, data were collected through direct classroom observations, semi-structured interviews with teachers and school administrators, and questionnaires administered to students in order to obtain more comprehensive and contextualized insights into the actual implementation of the curriculum. The findings reveal that the Arabic language curriculum implemented at the school remains largely dominated by traditional approaches, particularly in the formulation of learning objectives, the selection of instructional content, teaching strategies, and assessment practices. As a result, the curriculum is less responsive to the demands of 21st-century competencies. Accordingly, this study emphasizes the need to reconstruct the curriculum design to be more communicative, contextual, and integrative with educational technology, while also being responsive to learners’ needs and learning environments. The study recommends adopting a competency-based curriculum model that incorporates the communicative approach, thematic orientation, collaborative learning, and authentic assessment as key foundations for renewing Arabic language education in contemporary Islamic educational institutions
Downloads
References
Abdurrahman, F. (2023). Integrasi visi pendidikan Islam dalam kurikulum bahasa Arab. Jurnal Pendidikan Islam, 15(1), 45–62.
Ahmad, A., dan Mas’adah. “Pentingnya Evaluasi Otentik dalam Kurikulum Abad ke-21.” Jurnal Pendidikan Islam 12, no. 1 (2024): 12–25. https://doi.org/10.1234/jpi.v12i1.189.
Akmaliyah, A., dan Tayyara, T. “Insights from a State Islamic University on Arabic Education as a Primary Tool for Understanding Islamic Literature.” ERA Edges (2021).
Al-Azhar, N. (2022). Holistic approach in Arabic curriculum design. Majallah Ta‘limiyya, 18(3), 112–130.
Al Farsi, H. “Maqāṣid al Tarbawīyah wa Taṭbīqihā fī al Manāhij al Ḥadīthah.” Majallah Al Dirasah Al Islamiyyah 14, no. 2 (2021): 145–160.
Al-Saleh, R. “دمج الكفاءة اللغوية والتواصلية في تصميم المناهج.” Majalah Al Ma‘arif 11, no. 1 (2023): 33–48.
Ariani, A., dan Karim, P. “Analysis of Student Activity in the Learning Process Using the Communicative Language Teaching (CLT) Method.” Journal of Pedagogi (2022). https://doi.org/10.62872/vwavr214.
Asyiq, A., dan Sahal, A. “Pembelajaran Muhadatsah Melalui Pendekatan Kontekstual di Ponpes Lumajang.” Arabia: Jurnal Ilmu Bahasa Arab 3, no. 1 (2025): 128–140.
Azhar, M., Rahmawati, M., dan Saputra, M. R. “Evaluasi Pembelajaran Bahasa Arab Berbasis Teknologi Digital.” Ukāzh 6, no. 1 (2024): 78–99. https://doi.org/10.37274/ukazh.v6i1.1438.
Fallucchi, F., B. Ghattas, R. Spielhaus, dan E. W. De Luca. 2022. “Digital Qualitative and Quantitative Analysis of Arabic Textbooks.” Future Internet 14 (8): 237. https://doi.org/10.3390/fi14080237.
Handriawan, D., dan M. Nurman. 2023. “Evaluasi Islam dan Penilaian Komunikatif.” Jurnal Kurikulum dan Pembelajaran Islam 9 (2): 78–95.
Hoerudin, H. 2024. “Penilaian Portofolio dalam Pembelajaran Bahasa Arab di MA PUI Majalengka.” Al-Ilihāj 5 (2): 105–118.
Ibn Khaldūn. 2002. Muqaddimah Ibn Khaldūn. Beirut: Dār al-Fikr.
Ibrahim, A. (2023). Framework integratif dalam pemikiran kurikulum Islam kontemporer. Jurnal Pendidikan Islam Asia, 5(4), 234–250.
Jannah, Siti Alfiatul, dkk. “Implementation of Authentic Assessment in Arabic Language Learning.” Al Maqayis 11, no. 1 (2023): 59–72. https://doi.org/10.18592/jams.v11i1.11381.
Jundi, M., dan N. Nabila. 2023. “Transformational-Generative Theory Perspective in Teaching the Four Language Skills of Arabic.” Al-Fusha: Arabic Language Education Journal 5 (2): 72–81. https://doi.org/10.62097/alfusha.v5i2.1193.
Khalid, S. “Task-Based Language Teaching dalam Pendidikan Bahasa Arab: Perspektif Negara Arab.” Al Lisan Al Aswat 9, no. 1 (2024): 55–70.
Khaliza, S. “Analisis Buku Ajar Bahasa Arab Kelas VII MTs.” Al-Mu’ārrib 3, no. 1 (2023): 1–12. https://doi.org/10.32923/al-muarrib.v3i1.3258.
Kholison, M., dkk. “Pengembangan Bahan Ajar Bahasa Arab dengan Pendekatan Kemahiran Berbicara.” Lahjah Arabiyah 4, no. 1 (2023): 90–102. https://doi.org/10.35316/lahjah.v4i1.90-102.
Maulana, M. F. 2023. “Ragam Metode Pembelajaran Bahasa Arab di Madrasah Ibtidaiyah: Studi Kepustakaan.” Alif: Arabic Language in Focus 1 (2): 41–52. https://rumahjurnal.isimupacitan.ac.id/index.php/alif/article/view/26.
Maulina, S., dan Y. Rahman. 2024. “Analisis Kelemahan Desain Kurikulum Bahasa Arab di Indonesia.” Jurnal Kurikulum dan Pembelajaran Islam 9 (2): 78–95.
Mahmudi, I., et al. 2023. “Impact of Portfolio Authentic Assessment on Students’ Learning Outcomes of Nahwu.” Izdihar 6 (3): 279–292. https://doi.org/10.22219/jiz.v6i3.27441.
Ng, P., dan S. Wong. 2024. “Future-Readiness and Islamic Education: Perspectives from Singapore.” ERIC Digest. https://eric.ed.gov/?id=ED635111.
Nurman, M. “Evaluasi Pembelajaran Bahasa Arab di Pesantren: Tinjauan Kritis.” Al-Maqāyīs 11, no. 1 (2023): 45–58. https://doi.org/10.18592/jams.v11i1.11381.
Nurhadi, D., dan Setyaningsih, L. “Designing a Holistic Curriculum: Challenges and Opportunities in Islamic Education.” Ristekdikti Journal of Education Reform 10, no. 1 (2024): 55–71.
Pilcher, N., dan Cortazzi, M. “‘Qualitative’ and ‘Quantitative’ Methods and Approaches across Subject Fields: Implications for Research Values, Assumptions, and Practices.” Quality & Quantity (2023). https://doi.org/10.1007/s11135-023-01734-4.
Sage Research Methods. 2024. “What Is Qualitative Research? An Overview and Guidelines.” SAGE Journals. https://doi.org/10.1177/14413582241264619.
Sari, L. 2023. “Implementasi CEFR dalam Kurikulum Bahasa Arab di Pesantren Modern.” Jurnal Tarbawi 10 (2): 120–138.
Septianti, A. P., U. Ridlo, dan Maswani. 2024. “The Dynamics of Arabic Curriculum Transformation in Indonesia.” Lisanan Arabiya 8 (2): 237–252. https://doi.org/10.32699/liar.v8i2.7989.
Subagiya, B. 2023. “Penelitian Kepustakaan (Library Research) dalam Penelitian Pendidikan Agama Islam.” Ta’dibuna. https://doi.org/10.31219/osf.io/zbc9g.
Sunardi, S. 2022. “Upaya Meningkatkan Aktivitas Siswa dan Hasil Belajar Bahasa Arab melalui CTL.” Nusantara: Jurnal Pendidikan Indonesia 2 (3): 547–574. https://doi.org/10.14421/njpi.2022.v2i3-8.
Susanto, S., A. W. Ritonga, A. Desrani, dan Y. Rubiyantoro. 2022. “Arabic Learning Design Based on 21st Century Skills during the Covid-19 Pandemic in Indonesia.” Jurnal Iqra’ 7 (2): 1–14. https://doi.org/10.25217/ji.v7i2.2235.
Syafei, I. 2023. “Implikasi Teori Belajar Humanisme terhadap Pembelajaran Bahasa Arab.” Loghat Arabi 4 (2): 331–360.
Syafei, I., dan N. Husni Laely. 2020. “Implementasi Media Bahasa dalam Pembelajaran Mahārat al-Kalām.” Tsaqofiya 2 (2): 44–59.
van Bruinessen, M. 1995. Kitab Kuning, Pesantren, dan Tarekat. Bandung: Mizan.
Wahyuni, N. 2021. “Evaluasi Kurikulum Bahasa Arab di Era Digital.” Jurnal Pendidikan Islam 9 (1): 101–119.
Widayanti, R., dan D. Yelfi. 2024. Metodologi Penelitian Kualitatif Pendidikan Bahasa Arab. Litnus. https://repository-penerbitlitnus.co.id/id/eprint/232/.
Zahra, M., dan K. Yusuf. 2023. “Aplikasi Taksonomi Bloom dalam Kurikulum Bahasa Arab Berbasis Kompetensi.” Buletin Pendidikan Bahasa Arab 7 (2): 97–115.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
