<![CDATA[This paper discusses the Arabic learning curriculum that has similar patterns of development in the 2013 curriculum and the Ismuba curriculum. The purpose of this paper is to find out the differences and similarities in the implementation of the 2013 curriculum and the Ismuba curriculum in the tenth grade Arabic learning. The basic principle of the present study is the similarity of levels and curriculum development systems that are line staff or top down. An in-depth study is needed to see how the design of the tenth grade Arabic curriculum process has been applied by the Indonesian Ministry of Education and Culture and the Muhammadiyah Basic Education Council. Library research method is used with content analysis in the form of descriptive analysis and comparative analysis. The results of the analysis in this paper found that there are similarities in the application of Core Competencies (KI) of Arabic subjects that are specifically Islamic and there are differences in the development of Basic Competencies (KD) as well as the strengths and weaknesses of each Arabic curriculum design system development in the tenth grade from the Ministry of Education and Culture of the Republic of Indonesia and the Muhammadiyah Basic Education Council. Furthermore, there are striking differences on the material. Ismuba has eight topics by prioritizing qowaid and mufradat elements and does not separate the four language skills while the 2013 curriculum has six topics of discussion and emphasizes on exercises (tadrib) on separate discussion of four language skills.]]>
