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All Journal Voices of English Language Education Society TARQIYAH: Jurnal Pendidikan dan Literasi
Hesti Rokhaniyah
Universitas Darussalam Gontor, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Peluang dan Tantangan Pembelajaran Bahasa Arab pada Era Globalisasi di Indonesia Alde Mulia Putra; Hesti Rokhaniyah; Muh. Zulfadhil Alvarezel
TARQIYAH: Jurnal Pendidikan dan Literasi Vol 2 No 1 (2024): TARQIYAH EDISI FEBRUARI 2024
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Maskumambang Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66017/tarqiyah.v2i1.11

Abstract

Artikel ini bertujuan untuk menggali lebih dalam tantangan apa saja yang dihadapi oleh pembelajaran bahasa Arab di Indonesia pada era globalisasi serta peluangnya . Metode yang digunakan adalah metode penelitian kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data menggunakan studi literatur dari berbagai sumber jurnal dan artikel ilmiah serta berita. Sedangkan teknik analisa data menggunakan interaktif model yang bertujuan agar pembaca dapat memahami isi pembahasan dengan lebih sistematis dan mendalam. Hasil pembahasan adalah beberapa tantangan bagi pembelajaran bahasa Arab di Indonesia pada era globalisasi adalah perubahan pola pikir dan aktifitas masyarakat akibat budaya Barat, tergesernya bahasa Arab dari minat pelajar, terkikisnya budaya dan identitas bahasa Arab, serta pemikiran bahwa bahasa Arab fushha lebih penting dari bahasa Arab ‘ammiyah. Beberapa peluang pembelajaran bahasa Arab adalah pengembangan bahasa Arab menjadi berbagai cabang ilmu mandiri, pengembangan keilmuan Islam, pengembangan prospek keguruan, peningkatan penerjemahan karya-karya bahasa Arab, serta pengembangan teknologi pembelajaran bahasa Arab. Daftar Pustaka Adiyanto. (2022, March 7). Arab Saudi Ultimatum Sejumlah Prusahaan Asing di Timur Tengah. Media Indonesia. Alpan Noor Habib Rangkuti, Hanifah Khairiyah, Sri Yulia Yuliani, & Winda Maghfira Yuliana. (2022). Urgensi Pembelajaran Bahasaa Arab Bagi Hafizhul Qur’an. Muhadasah, 4, 1–2. Jamil, A. I. (2016, June 2). Mayoritas Ilmuwan Muslim Bukan Arab, Lantas Dari Mana Mereka? REPUBLIKA.Co.Id. Loeb Susanna, S. D. (2017). Descriptive Analysis in Education: A Guide for Researchers. National Center for Education Evaluation and Regional Assistance. Pratiwi, H. (2020). Westernisasi Ilmu Dalam Islamic Worldview. TADRIS: Jurnal Pendidikan Islam. Ridlo, U. (2015). Bahasa Arab dalam Pusaran Arus Globalisasi: Antara Pesimisme dan Optimisme. Ihya Al-Arabiyah: Jurnal Pendidikan Bahasa Dan Sastra Arab. Sartono. (2019, June 16). Bahasa Internasional. Badan Pengembangan Dan Pembinaan Bahasa. Sauri, S. (2020). Sejarah Perkembangan Bahasa Arab dan Lembaga Islam di Indonesia. Journal of Islamic Studies in Indonesia and Southeast Asia, 73–88. Sugiono. (2016). Metode Penelitian (Kuantitatif, Kualitatif, dan R&D) (Cv. Alfabeta, Ed.). Bandung. Suharni. (2015). Westernisasi Sebagai Problema Pendidikan Era Modern. Jurnal Al-Ijtimaiyyah. Syamsuddin, N. (2019). Prospek Pendidikan Bahasa Arab di IAIN Palopo dan Peluang Pengembangannya. AL IBRAH: Journal of Arabic Lenguage Education, 1–10. Wahab, M. A. (2007). Tantangan dan Prospek Pendidikan Bahasa Arab di Indonesia. Jurnal Afaq Arabiyah, 1–18. Wahyuni, I. (2018). TANTANGAN DAN PELUANG PENGEMBANGAN KETERAMPILAN BAHASA ARAB KOMUNIKATIF DI PESANTREN MODERN GONTOR PUTRI 4 SULAWESI TENGGARA. Journal of Islamic Education Studies.  
From Curriculum Reform to Classroom Readiness: Elementary Teachers’ Perspectives on Deep Learning in Indonesia’s Merdeka Curriculum Ana Maghfiroh; Bambang Harmanto; Diyah Atiek Mustikawati; Lathifah; Hesti Rokhaniyah
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32777

Abstract

The integration of deep learning into Indonesia’s Merdeka Curriculum reflects a broader shift from curriculum reform to classroom readiness, requiring teachers to translate policy aspirations into meaningful instructional practice. However, this transition depends not only on teachers’ acceptance of reform but also on their conceptual understanding, pedagogical readiness, and access to institutional support. This study explores elementary school teachers’ perspectives on curriculum reform, their understanding of deep learning, and their readiness to implement deep learning-oriented instruction within the Merdeka Curriculum. Using a qualitative exploratory design supported by descriptive questionnaire data, the study involved 18 elementary school teachers and one school principal. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings show that most teachers perceived curriculum reform positively because it promotes flexibility, student-centred learning, character development, and twenty-first-century competencies. Teachers also demonstrated a relatively strong understanding of deep learning, associating it with higher-order thinking, real-world application, student engagement, and meaningful learning experiences. However, their readiness remained conditional, given unclear technical guidance, challenges in lesson planning and assessment design, administrative workload, limited resources, and the need for practical professional development. The findings suggest that deep learning-oriented reform cannot be realised through policy change alone. Its classroom implementation requires stronger alignment among curriculum expectations, teacher capacity building, school leadership, instructional resources, and reduced administrative burdens. This study contributes to curriculum reform discourse by highlighting how teacher readiness mediates the translation of deep learning policy into classroom practice in Indonesian elementary education.
Co-Authors Alde Mulia Putra Ana Maghfiroh Diyah Atiek Mustikawati Lathifah Muh. Zulfadhil Alvarezel