Arabic Curriculum Research Articles

Arabic Curriculum Planning Management

This study aims to explore the management of Arabic curriculum planning in Indonesian higher education, focusing on the effectiveness of planning in addressing challenges in teaching and learning Arabic. Utilizing a qualitative approach and library research methods, the study analyzes literature related to curriculum management and its implementation at three higher education institutions. The findings reveal that the curriculum planning process involves stages of needs analysis, goal formulation, content development, teaching strategies, and evaluation, although the depth and approach vary between institutions. The study identifies that while the integration of technology into the curriculum has begun, the level of implementation differs. Multicultural aspects and labor market orientation are also focal points, with results showing that while some institutions have integrated modules for business and diplomatic Arabic, multicultural aspects remain limited. These findings underscore the need for a more holistic curriculum planning approach that is responsive to digital advancements and sensitive to cultural diversity and labor market needs. The study recommends developing a comprehensive curriculum management model to enhance the relevance and effectiveness of Arabic language learning in Indonesia.

Idārah Tanfîdz Manhāj Ta’lîm Al Lughah Al ‘Arabiyyah Fî Al Madrasah Al ‘Āliyah Al Namûdzajiyyah Zainul Hasan Genggong Probolinggo

The curriculum is of the utmost importance. It offers a basic structure that directs the process of learning. It is essential that the curriculum be applied accurately and successfully. Ensuring that learning objectives are satisfied and content is successfully communicated to students is ensured by a robust curriculum implementation. The following are the objectives of this research: 1. The purpose of this study is to identify and characterise the Arabic curriculum implementation management methodology used at Probolinggo's Zainul Hasan Genggong methodology High School. The success of the Arabic curriculum implementation management strategy in helping pupils acquire the language will next be examined. Lastly, it will offer suggestions for enhancement based on the research findings to raise the standard of management for the execution of the Arabic curriculum at Zainul Hasan Genggong Model High School in in Probolinggo.This study uses a qualitative descriptive methodology, gathering information via documentation, interviews, and observation.The study's findings unequivocally showed that the curriculum was successfully implemented and backed by a strong human resource base, cutting-edge teaching strategies, and infrastructure. Leadership dedication, teaching team collaboration, the availability of learning materials, motivation, and student involvement are factors that impact how well a curriculum is implemented. Two of the challenges are different student aptitude levels and scheduling limits. The study suggested hiring more qualified teachers, upgrading the facilities and infrastructure, and utilising information technology that is pertinent to learning Arabic.

Insights from a State Islamic University on Arabic Education as a Catalyst for Religious Moderation in Indonesia

This research aims to investigate the integration of religious moderation in Arabic language learning at a state Islamic university. Employing a qualitative descriptive method, data was gathered through observation, in-depth interviews, and documentation. The study emphasizes a tourism-based approach that incorporates local wisdom and pluralism into the Kalam course, aimed at enhancing students' Arabic communication skills. The findings indicate that embedding religious moderation within the Arabic curriculum promotes tolerance, inclusivity, and a moderate outlook among students, which, in turn, contributes to social and religious harmony in Indonesia. Additionally, the research highlights the importance of local cultural contexts in shaping student behavior. The study suggests further exploration of internal and external factors that influence the implementation of religious moderation in Arabic education at a state Islamic university. It also recommends adopting a mixed-method approach in future research to gain a deeper understanding of these dynamics and enhance the effectiveness of religious moderation efforts.

The Urgency, Strategies, and Problems of Mastering Arabic Language for Islamic Preaching Communication

This study aims to examine the urgency, strategies, and problems in mastering the Arabic language for Islamic preaching communication. The focus of the research is on the students of the Faculty of Dakwah at Universitas Islam Negeri (UIN) Jakarta. Mastery of Arabic is considered crucial as it is the primary language of Islamic literature, which is fundamental to preaching activities. The research employs a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation. The findings indicate that mastering Arabic is essential for enhancing understanding and effectively conveying Islamic messages. The strategies employed by students include formal classroom learning, self-study, and participation in extracurricular programs related to the Arabic language. However, students face various challenges, such as time constraints, lack of resources, and less varied teaching methods. The study recommends improving the quality of Arabic language teaching through more interactive methods and providing adequate resources to support learning. These findings provide insights for the development of a more effective Arabic language curriculum and learning strategies in Islamic higher education institutions.

Manhaj al-Lugah al-‘Arabiyyah fi Madāris al-Ṡānawiyyah al-Islamiyyah: Taqwīm al-Taṭbīq Binaan ‘ala Qarar Wazīr al-Syuūn al-Dīniyyah

The formulation of evaluation tools needed to apply the curriculum in the process of evaluating the application of the curriculum at the practical level in education units. The objectives of this scientific research are: 1) Describe the curriculum application evaluation model with specifications for the formulation of components, aspects, context indicators, inputs, process, product, and outputs (CIPPO). Based on the decision of the Minister of Religious Affairs No. 183, 184, 189 and the theory of linguistic performance. 2) Analyzing the evaluation results of the implementation of the Arabic language curriculum. This scientific research utilized a research and development (R&D) design) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection tools using interview, questionnaire, and documents. The data collection techniques are Dhelpi techniques; consultative discussions with experts as validators in preparing the instruments, group discussion forum; discussions with Arabic language teachers to analyze the needs and formulate the components, aspects, and indicators to achieve Arabic language curriculum application. And qualitative data analysis using triangulation method; data reduction, presentation, and conclusion. The results of the research indicated that; 1) Implementing the evaluation of the Arabic language education curriculum in the Islamic high school using the CIPPO evaluation model with representative formulas and criteria from KMA 2019 No. 183, 84, and 189 with Dell Hymess' language performance theory Furthermore, CIPPO becomes an evaluation model in the form of curriculum achievement evaluation tools that include components on; context, inputs, process, outcomes, and learning outcomes with all aspects and indicators. The results of the evaluation of the implementation of the Arabic language curriculum for Ma'arif Islamic Secondary Schools Jepara are as follows; 1) Context aspects are at a very good level. 2) Aspects of the input components of the curriculum at a good level. 3) Aspects of the process components of the curriculum at a very good level. 4) The product component aspects of the curriculum are at a good level. 5) The learning outcomes aspects of language performance are at a poor level.

Desain Kurikulum dan Bahan Ajar Bahasa Arab yang Menarik dan Efektif

This article reviews the design of an effective and interesting Arabic curriculum and teaching material, aimed at improving students' understanding and skills in the language. The main focus is on the creation of curricula that are dynamic and responsive to student needs, as well as the development of educational materials that vary and utilize technology. The methodology described includes the analysis of students' needs to design a competence-based curriculum, the integration of technology into the teaching material, and the use of interactive media to create an exciting learning experience. Implementation of these curricula and teaching materials shows positive results, with significant increases in student motivation and involvement, as well as improvements in their language skills. Continuous evaluation and adjustment based on student feedback are key to ensuring that the curriculum and the teaching material remain relevant and effective. This article provides insight into how a systematic approach to curriculum design and the development of teaching materials can improve the quality of Arabic learning and meet student learning needs in a comprehensive way.

Enhancing Arabic Language Education in Ilorin West Local Government Area, Kwara State, Nigeria

Arabic historically served as Nigeria’s primary language for literacy, official documentation, and trade, notably within the Ilorin West Local Government Area of Kwara State. This study evaluates the role of the Arabic language in sustaining local Arabic education and examines the quality of teachers, curriculum, teaching methods, materials, and the learning environment. Despite its academic significance, Arabic is often mistakenly viewed as solely religious, hindering its educational progress. Utilizing a quantitative approach, the study gathered data through a questionnaire distributed among teachers and students across 10 purposively selected schools. The findings indicate that most respondents approve of the current curriculum and the integration of ICT, noting more effective modern methodologies in private schools. However, discrepancies exist between the learning environments of public and private schools. Findings reveal that 70% of respondents believe the current Arabic curriculum is suitable, while 80% agree that ICT integration has greatly contributed to effective teaching and learning. Also, 72% of respondents indicate that private schools employ modern and appropriate methodologies more effectively than public schools. The study also highlights that 70% of respondents find the teaching environments conducive, although there are significant differences between public and private institutions. The study concludes that private institutions are crucial in promoting Arabic education in Ilorin, though challenges like inadequate curricula and insufficient governmental support remain. Recommendations include curriculum re-evaluation, enhanced teaching resources, and better incentives to align Arabic education with national requirements, emphasizing its importance for Nigeria’s diverse developmental needs and advocating for strategic educational reforms.

Pengembangan Kurikulum Pembelajaran Bahasa Arab Kontekstual Pada Madrasah Aliyah Raudhatul Muttaqien

This research aims to analyze the development of a contextual Arabic language curriculum at Madrasah Aliyah Raudhatul Muttaqien, covering four main aspects: learning objectives, materials, methods, and evaluation. A contextual approach is essential for increasing the relevance of learning materials to students' daily lives, thus enhancing their interest and motivation in learning Arabic. This qualitative study employs a case study method, involving observation, interviews, and documentation for data collection. The findings indicate that the development of Arabic learning objectives at Madrasah Aliyah Raudhatul Muttaqien focuses on active and passive language skills, understanding Islamic literature, and integration with other subjects. The learning materials are based on the 2013 curriculum, supplemented with additional books for broader knowledge and practice. The predominant teaching method is the Sam'iyyah Syafahiyyah method to improve listening and speaking skills. Learning evaluation is conducted through formative and summative assessments integrated with technology to continuously monitor and enhance the learning process. The conclusion shows that the development of the contextual Arabic language curriculum at Madrasah Aliyah Raudhatul Muttaqien has been adjusted to meet the needs of students and the educational environment, using effective methods and evaluations to achieve the expected learning outcomes.

An Analysis of Arabic Language Curriculum Development in Indonesia

Curriculum development must be considered according to the times, the development of science, the needs of students, and the needs of society. In Indonesia, curriculum development from the Learning Design Curriculum (1947) is currently being implemented. The purpose of this paper is to understand the approaches used in curriculum development, and to analyze the development of the Arabic language curriculum in Indonesia. The results of this study indicate that the approaches used in curriculum development are both the administrative and grassroots approach, while the development of the Arabic language curriculum in Indonesia begins with the 1964 curriculum, spanning all the way to the 2022 independent curriculum. Curriculum changes over time have been carried out in a balanced and proportional manner. This is reflected in the teaching of Arabic language skills, which are taught to continue to experience development and refinement. In addition, the orientation of learning Arabic is not only for studying religion, but also oriented toward the realization of Arabic language competence, communicative competence, and cultural competence.

The Pedagogical Approaches for Teaching Arabic Curriculum in Nigeria: An Empirical Study

The Pedagogical Approaches for Teaching Arabic Curriculum in Nigeria: An Empirical Study

Integration of Four Language Skills in Arabic Language Learning

This article discussed Arabic language learning integration skills in Arabic Language Education at UIN Sunan Ampel Surabaya. This research was a form of commitment to the quality of Arabic language education. Besides, it was prominent research to ensure the relevance of the curriculum and the effectiveness of Arabic language learning in the Arabic department at UIN Sunan Ampel. Moreover, this research aimed to improve educational programs and learning strategies that are more suitable to students' needs in facing the challenges of an increasingly complex era. A qualitative approach was used with observation, interviews and documentation with data sources from informants consisting of study program heads, school principals, Arabic teachers and PLP 2 program students as well as written documents related to the integration of four language skills in learning Arabic. The results of this research indicated that the comprehensive integration of the four language skills in the Arabic curriculum as stipulated in the madrasah independent curriculum provided significant potential for improving students' communication skills in Arabic as a global communication tool.

Kurikulum Bahasa Arab KMA 183 pada Tingkatan Madrasah Aliyah

In 2019 the Ministry of Religion issued KMA 183 concerning Islamic Education and Arabic Curriculum in madrasas. The aim of developing the curriculum is to answer existing challenges, namely internal and external challenges, internal challenges, namely making Arabic language learning functional and communicative, and external challenges, namely making students able to use Arabic as a means of communication on an international scale. This research aims to analyze whether the Arabic language curriculum at Madrasah Aliyah has answered existing internal and external challenges. The method used by researchers is qualitative, with the type of library research. Data sources were taken from documents related to KMA 183 Arabic language subjects, both from KMA 183 Decisions and scientific articles. The data collection technique uses documentation techniques, then the data analysis is carried out in 3 stages, namely the stages of data collection, data categorization, data analysis, and data presentation. Based on the results of the analysis, curriculum development, and objectives as well as competencies, materials, and themes in the Arabic language curriculum at Madrasah Aliyyah are appropriate and can answer existing challenges.

Research on Madrasas in International Publications: Bibliometric Analysis with Vosviewer

The large number of studies on madrasas on Scopus means that madrasas can be used as an option for researchers in conducting research. This research aims to look at the grouping and novelty of keywords using Vosviewer. This research used 323 documents that had been sorted according to keywords. From the results of the analysis, there are fourteen research groups based on keywords in madrasa research in the Scopus database, namely improving educational practices in madrasas, developing madrasa education in rural areas, preserving architectural heritage in madrasas, improving the Arabic language curriculum in Aliyah madrasas, Islamic pedagogy and practice. memorization, heritage preservation and restoration techniques, Islamic boarding school management, integration of character in online learning during the pandemic, madrasas and maktab religious education and national training, teacher performance and academic achievement, development of religious character, leadership in moral education, environmental learning in Muslim communities, as well as the study of Islamic history. Meanwhile, the novelty of keywords such as mausoleum, Islamic boarding schools, learners, character building, online learning, emotional intelligence, critical thinking skills, and learning outcomes indicates the novelty of the keywords so that these keywords can be used as research recommendations in research on madrasas in the Scopus database.

Development of Arabic Language Curriculum Focused on Diversity and Inclusion

This literature review explores the development of an Arabic language curriculum prioritizing diversity and inclusion in an interconnected global context. It aims to formulate a curriculum catering to learners from diverse cultural backgrounds, abilities, and learning preferences, ensuring fair access and meaningful engagement. The methodology involves an extensive literature review, expert consultations, and data collection through surveys, interviews, and focus group discussions. Thematic coding and triangulation facilitate data analysis, revealing the importance of integrating diverse perspectives and inclusive pedagogical approaches. The study emphasizes nurturing an inclusive learning environment that embraces differences and fosters mutual respect. It highlights implications for educators, curriculum developers, and policymakers, stressing deliberate efforts to address diversity and inclusion within Arabic language education. Inclusive practices can effectively address diverse learner needs, promote cross-cultural understanding, and cultivate belonging. This research advances inclusive language education and encourages further exploration in this critical field.

IMPLEMENTATION OF ARABIC LEARNING CURRICULUM FOR GRADE VIII AT MTS DARUL ULUM: AN INTERDISCIPLINARY STUDY IN ARABIC EDUCATION

This study is prompted by the pivotal role of the curriculum in shaping Arabic language learning outcomes, necessitating its continuous refinement to align with educational objectives. Employing a qualitative approach with a descriptive research design, the research delves into the Arabic language curriculum for eighth-grade students at MTs Darul Ulum Beraim. The primary objective is to evaluate the curriculum's components, including objectives, content, instructional methods, and assessment strategies. Findings underscore a gap in the curriculum's focus on fostering interactive communication skills, both orally and in writing, with current materials primarily centered on vocabulary and texts related to personal experiences. Consequently, there is a pressing need to revamp the curriculum to prioritize comprehensive language proficiency development, facilitating effective communication in various contexts. This study advocates for curriculum enhancements aimed at equipping students with robust linguistic skills vital for their academic and real-world success in Arabic language proficiency

Learning Model of Arabic in Indonesia: A Study of The Curriculum System at Bahrul Ulum Tambakberas Islamic Boarding School, Jombang and an-Nuqayah, Madura

Arabic is the most core subject in Islamic boarding schools. Likewise at the Bahrul Ulum Islamic Boarding School Tambakberas Jombang and the an-Nuqayah Islamic Boarding School Madura. This study discusses the Arabic curriculum applied by the Bahrul Ulum Islamic Boarding School Tambakberas Jombang and the an-Nuqayah Islamic Boarding School Madura with a focus on the research objectives of Arabic learning, Arabic language learning activities, and Arabic language learning materials taught in the two Islamic Boarding Schools. This study uses a qualitative approach by using the form of a case study. The sources of data in this study were the leaders of Islamic Boarding Schools, Arabic language teachers and administrators of the Bahrul Ulum Tambakberas Islamic Boarding Schools in Jombang and the an-Nuqayah Islamic Boarding Schools, Madura. After discussing and analyzing the data, it can be concluded that the two Islamic boarding schools applied different curricula. The Bahrul Ulum Islamic Boarding School Tambakberas Jombang applies an Arabic curriculum for the Salaf Islamic Boarding School which still prioritizes Arabic as a tool for understanding sources of Islamic studies. Meanwhile, at the an-Nuqayah Islamic Boarding School, the modern Islamic Boarding School's Arabic curriculum combines basic Arabic (as a tool) and practical Arabic as a daily communication tool, which in this case is accommodated by the Daar al-Lughah al-Arabiyah wa al-Fiqh al-Salafi institution. However, the two Islamic Boarding Schools have something in common, namely placing Arabic in their respective Madrasah Diniyah programs.

ANALISIS ISI BUKU PELAJARAN BAHASA ARAB KELAS XI DI MA SEJAHTERA PARE KEDIRI JAWA TIMUR

Textbooks have an important role in the teaching and learning process because in them there are materials that will be discussed and conveyed to students according to their level. The purpose of this research is to contribute to educational institutions, responsible parties in the world of education, and for teachers of Arabic in choosing and determining quality textbooks. This study used qualitative research methods. This type of research has a descriptive nature and tends to use analysis. the researcher will focus on the analysis of the 2013 Arabic Curriculum class XI MA textbook published by the Ministry of Religion of the Republic of Indonesia in 2020 in terms of content feasibility, presentation feasibility, and language feasibility. From the results of the analysis it was concluded that this book still has several aspects that are not suitable both in terms of material content, material presentation, and language. Especially the lack of complete material to make it easier for students to understand the material in the book. But in terms of material aspects as a whole, the material is interesting and needed by students, although there are still a few mistakes.

Arabic Curriculum Design in the Merdeka Curriculum from the Perspective of the American Council on the Teaching of Foreign Languages (ACTFL)

This paper aims to analyze the design of the Arabic language learning curriculum in the Merdeka curriculum. Researchers use the ACTFL standard in analyzing the content of the Arabic language curriculum in the aspect of competence and depth of mastery of Arabic formulated in the Merdeka curriculum. The purpose of this analysis is to compare Arabic learning outcomes in the Merdeka curriculum with ACTFL standards used internationally in learning foreign languages. The type of research used is qualitative research with a content analysis approach. Data collection methods with documentation. The data and data sources of this research are the Decree of the Director General of Islamic Education 3211 of 2022 concerning the learning outcomes of Islamic religious education and Arabic for the Merdeka Curriculum in Madrasah. Qualitative content analysis design of the Kripendorff model through the stages of selecting units, determining samples, recording data, reducing data, drawing conclusions, narrating research results. The results showed that the Arabic curriculum in the Merdeka curriculum based on ACTFL is divided into 2 aspects, namely: aspects of language skills and language proficiency levels. Language skills include: 1) language skills (language proficiency and language elements), 2) communication skills: interpersonal communication, presentation communication and interpretive communication, 3) cultural skills. The Arabic language learning curriculum design in the Merdeka curriculum is taught from phase A, the easiest level relevant to the ACTFL standard at the low beginner level and phase F is the highest level relevant to the ACTFL standard at the superior level. Analysis of Arabic learning outcomes in the Merdeka curriculum based on ACTFL standards is at the Novice Low to superior level.

Implementing The Arabic Language Curriculum for The Purpose of Studying Fiqh and Hadith in The Language Preparation Department at Imam Shafi'i University, Jember

Current migration often represents a quest for self-betterment and increased religious commitment, mainly accomplished through Arabic language study. This language emphasis stems from the Quran and Sunnah being in Arabic, constituting the core teachings of Islam. Muslims must grasp the foundational elements of Islam, making proficiency in Arabic essential. Learning the language is not merely a duty but a vital prerequisite for understanding and fulfilling the obligations outlined in the Quran and Sunnah, emphasizing the significance of studying Sharia. In a scholarly exploration of motives for learning Arabic, 86% to 98% of respondents were motivated by a desire to learn Islam and gain knowledge of Islamic civilization. This study seeks to outline the application of the Arabic language curriculum specifically designed for studying Fiqh and Hadith within the Language Preparation Department at Imam Shafi'i University in Jember. This study employed a qualitative approach to comprehend the overall experience of the research subject. It utilized descriptive linguistic expressions within a specific natural context, employing diverse scientific methods. The results show that teaching Arabic for specific purposes is segmented into two stages: beginner and advanced. Each stage involves distinct materials and instructional hours. Likewise, there are differences in credit hours between the standard Arabic language program and the specialized program for specific purposes.

Telaah Kurikulum Pembelajaran Bahasa Arab di SMP Darul Hijrah Putri

The Arabic Language curriculum at the Junior High School level plays a central role in developing students' abilities to understand and use the language. Analyzing the curriculum at this level becomes important to evaluate the extent to which the materials, approaches, and teaching methods can meet the needs and abilities of students. The implementation of the Arabic language curriculum can vary depending on the context, learning objectives, and characteristics of the learners, making it important to have a flexible curriculum that can be adapted to the needs of the students according to the developments and challenges perceived by the teachers. SMP Darul Hijrah Putri is part of Pondok Pesantren Darul Hijrah Putri where the educators are alumni of Pondok Modern Gontor, thus the curriculum adopted is also the Gontor curriculum, namely KMI (Kulliyatul Mualimin Al-Islamiyah).