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All Journal Abjadia, International Journal of Education DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora
Azzyra Sholikhatun Nisa
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Other

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A Comparative Systematic Review of KTSP, K13, and Merdeka Curricula in Developing Arabic Language Competence at The Middle School Level Khaerul Muttakin; Azzyra Sholikhatun Nisa; Ilham Dhyaul Wahid
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39468

Abstract

This study aims to examine the relative effectiveness and contextual advantages of the Education Unit Level Curriculum (KTSP), the 2013 Curriculum (K13), and the Merdeka Curriculum in developing Arabic language competencies among secondary school students, specifically listening (istimāʿ), speaking (kalām), reading (qirāʾah), and writing (kitābah). This study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A systematic search was conducted across Google Scholar, DOAJ, Scopus, and ResearchGate, resulting in 36 peer-reviewed articles published between 2015 and 2025 that met the inclusion criteria and were analyzed thematically. The findings indicate that KTSP predominantly supports receptive and structural competencies, particularly reading and grammatical mastery, but provides limited opportunities for oral skill development. The 2013 Curriculum demonstrates more systematic literacy development through a scientific approach, although listening and speaking skills remain uneven due to variations in resources and teacher readiness. Meanwhile, the Merdeka Curriculum shows relative effectiveness in integrating receptive and productive skills through differentiated and project-based learning, although its implementation outcomes vary across educational contexts. This review contributes original insight by offering a comprehensive comparative synthesis of three national curricula and highlighting that curriculum effectiveness is shaped not by structural reform alone, but by pedagogical alignment, institutional readiness, and contextual support in Arabic language education. This article is also available at gb777
INTEGRASI DIGITAL DALAM MODEL KURIKULUM PEMBELAJARAN BAHASA ARAB Inka Puji Prastika; Fajrotuz Zahroh; Triani Agustin; Azzyra Sholikhatun Nisa; Suci Noor Asa Khaliza
Dar el-Ilmi : Jurnal Studi Keagamaan, Pendidikan dan Humaniora Vol. 13 No. 1 (2026): April-September
Publisher : Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/darelilmi.v13i1.13102

Abstract

Transformasi digital menuntut pembelajaran bahasa Arab yang mengintegrasikan literasi digital secara sistematis, sementara praktik di berbagai institusi masih didominasi oleh pendekatan konvensional yang belum responsif terhadap kebutuhan pembelajaran berbasis teknologi. Penelitian ini bertujuan untuk mendeskripsikan model pembelajaran bahasa Arab berbasis literasi digital yang terintegrasi dalam tujuan, materi, strategi, media, dan evaluasi pembelajaran. Penelitian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dengan analisis deskriptif-analitis terhadap berbagai sumber ilmiah yang relevan. Hasil penelitian menunjukkan bahwa integrasi literasi digital secara terstruktur dapat menjadi acuan untuk meningkatkan kualitas proses pembelajaran melalui pemanfaatan sumber autentik berbahasa Arab, penguatan kemampuan berpikir kritis, peningkatan keterampilan dalam produksi konten digital, serta pengembangan kolaborasi daring. Model yang dirumuskan menempatkan literasi digital sebagai kompetensi inti yang berjalan secara simultan dengan penguasaan istimā‘, kalām, qirā’ah, dan kitābah. Model ini bergantung pada penguatan kapasitas pedagogis guru dalam pengelolaan kelas digital serta penerapan evaluasi autentik berbasis performa digital. Dengan demikian, pembelajaran bahasa Arab berbasis literasi digital tidak hanya meningkatkan kompetensi linguistik, tetapi juga membentuk pembelajar yang adaptif, kritis, dan sesuai dengan tuntutan pendidikan di era digital.
Co-Authors Fajrotuz Zahroh Ilham Dhyaul Wahid Inka Puji Prastika Khaerul Muttakin Suci Noor Asa Khaliza Triani Agustin