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All Journal Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Lingua: Jurnal Keilmuan dan Kependidikan Bahasa Arab
Ahmad Faroji
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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A Comparative Study of the 2013 Curriculum and Merdeka Curriculum in Arabic Language Learning at Madrasah / Studi Perbandingan Kurikulum 2013 dan Kurikulum Merdeka dalam Pembelajaran Bahasa Arab di Madrasah Mirza Muhammad Ilham Madani; Nana Jumhana; Ahmad Faroji
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 1 (JUNI 2025): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i1.434

Abstract

This study compares the 2013 Curriculum and the Merdeka Curriculum in Arabic language learning in Madrasah, particularly at the senior secondary level (Madrasah Aliyah). The 2013 Curriculum systematically develops language skills through communicative, functional, and contextual approaches, while the Merdeka Curriculum is more flexible, emphasizing global communication and understanding of Islam from authentic sources. This qualitative research is through the analysis of official curriculum policy documents from Madrasahs. The findings show that the Merdeka Curriculum provides greater freedom to students in diverse communication contexts, while the 2013 Curriculum is more structured in building basic competencies. The text-based approach in the Merdeka Curriculum improves students' critical and analytical thinking skills, but its implementation requires well-prepared teachers and adequate learning materials. This research highlights the need for flexible teaching strategies that are tailored to the needs of students and reinforces the use of skills-based assessments for more comprehensive evaluation. Further research is recommended on the effectiveness of text-based learning, teachers' readiness to adopt these methods, and the integration of technology in Arabic language education to improve student learning outcomes. Abstrak: Penelitian ini membandingkan Kurikulum 2013 dan Kurikulum Merdeka dalam pembelajaran bahasa Arab di Madrasah, khususnya pada jenjang sekolah menengah atas (Madrasah Aliyah). Kurikulum 2013 secara sistematis mengembangkan keterampilan berbahasa melalui pendekatan komunikatif, fungsional, dan kontekstual, sedangkan Kurikulum Merdeka lebih fleksibel, menekankan komunikasi global dan pemahaman Islam dari sumber-sumber otentik. Penelitian kualitatif ini melalui analisis dokumen kebijakan kurikulum resmi dari Madrasah. Temuan penelitian menunjukkan bahwa Kurikulum Merdeka memberikan kebebasan yang lebih besar kepada peserta didik dalam konteks komunikasi yang beragam, sedangkan Kurikulum 2013 lebih terstruktur dalam membangun kompetensi dasar. Pendekatan berbasis teks dalam Kurikulum Merdeka meningkatkan keterampilan berpikir kritis dan analitis peserta didik, tetapi implementasinya membutuhkan guru yang siap dan materi pembelajaran yang memadai. Penelitian ini menyoroti perlunya strategi pengajaran yang fleksibel yang disesuaikan dengan kebutuhan peserta didik dan memperkuat penggunaan penilaian berbasis keterampilan untuk evaluasi yang lebih komprehensif. Penelitian lebih lanjut direkomendasikan mengenai efektivitas pembelajaran berbasis teks, kesiapan guru untuk mengadopsi metode ini, dan integrasi teknologi dalam pendidikan bahasa Arab untuk meningkatkan hasil belajar siswa.
Enhancing Arabic Reading with the Scramble Technique: A Classroom Trial and Conceptual Framework at Al-Falah Islamic Junior High School Siti Meila Asmawati; Ahmad Faroji
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12090

Abstract

Purpose – This study examined whether the scramble technique improves Arabic reading skills among seventh-grade learners at Al-Falah Islamic Junior High School (Cikeusik, Pandeglang) and, in parallel, developed a coherent conceptual framework to guide its classroom use. Design/methods/approach – The research combined a conceptual framework development approach—synthesizing insights from educational psychology, second-language acquisition, and Islamic pedagogy—with a small quasi-experimental classroom trial. Two intact classes were assigned as experimental (scramble) and control (regular instruction); Arabic reading comprehension was measured using pre-/post-tests vetted through expert review and item validity checks, while normality diagnostics justified parametric inference. Findings – Descriptively, the experimental mean rose from 57.83 (pretest) to 88.57 (posttest; range 85–95); an independent-samples test contrasting the experimental mean (88.57) with the control mean (51.82) yielded t = 2.107 with a standard error of 17.44, indicating a statistically testable difference consistent with meaningful classroom gains. Mechanistically, the framework posits that scramble tasks consolidate form–meaning mappings, support morphological and interclausal processing, and foster collaborative engagement, thereby linking cognitive and motivational pathways to improved comprehension. Research implications – The study contributes context-specific evidence for beginner-level Arabic, offers a portable implementation cycle (orientation–reconstruction–verification–reflection), and articulates principles to align assessment with literal, inferential, and evaluative indicators. Limitations include intact-class assignment, a modest sample, and short-term measurement, which temper generalizability. Future work should employ cluster randomization or crossover designs, incorporate process-tracing (e.g., think-alouds), monitor fidelity and effect sizes, and test combinations with explicit metacognitive strategy instruction and subgroup analyses by baseline vocabulary
Co-Authors Mirza Muhammad Ilham Madani Nana Jumhana Siti Meila Asmawati