<![CDATA[This study analyzes the implementation of a non-formal Arabic language program at MTs Unggulan Al-Qodiri 1 Jember using Ornstein and Hunkins’ curriculum theory. Focusing on the El-Mumtaz classes, morning Muhadatsah, and the Weekly Central Program (PPM), the research examines how these components reflect the principles of scope, sequence, continuity, integration, articulation, and balance within a pesantren-based madrasah. Employing a qualitative single-case study design, data were collected through participant observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The study reveals that the program functions as a “living curriculum” embedded in a bi'ah lughawiyyah, where practical implementation and community habituation surpass formal administrative documentation. It produces both linguistic outcomes (improved fluency, accuracy, and communicative competence) and non-linguistic outcomes (enhanced discipline, confidence, collaboration, and religious awareness). At the same time, the study identifies weaknesses in the formalization of curriculum documents, depth and level differentiation of learning materials, and the explicit formulation of competency indicators and evaluation instruments. Theoretically, the study demonstrates the relevance and applicability of Ornstein and Hunkins’ principles to non-formal programs in Islamic education. Practically, it offers a model for strengthening non-formal Arabic curricula in other pesantren-based madrasahs through integrated planning, structured competency mapping, and systematic evaluation.]]>
