<![CDATA[his study investigates the implementation of the Independent Curriculum (Manhaj al-Ta’allum al-Istiqlaali) in Arabic language teaching for Grade 10 students at Al-Washliyah Islamic Senior High School in Medan. The background of the problem lies in the need for a more flexible and student-centered approach to Arabic learning, given that traditional models often limit students’ active participation and contextual understanding. The main objective of this research is to analyze how the Independent Curriculum is applied in the classroom and to evaluate its impact on both teaching practices and student learning outcomes. Employing a qualitative descriptive method, data were collected through interviews with Arabic teachers, classroom observations, and documentation analysis. The findings reveal that the Independent Curriculum offers broad flexibility for teachers and students to design contextual, participatory, and interactive learning activities. Teachers take the role of facilitators who guide the learning process, while students are encouraged to actively select topics and tasks that match their interests and learning styles. This shift has contributed to significant improvements in students’ Arabic language proficiency, as well as the development of independent, critical, and reflective learning attitudes. Nevertheless, the study also identifies several challenges, including insufficient digital infrastructure, limited availability of learning resources, and the need for more comprehensive teacher training in curriculum implementation. Overall, this research contributes to the academic discourse on Arabic language pedagogy by demonstrating the potential of the Independent Curriculum to enhance both linguistic competence and learner autonomy. It also provides practical insights for educators, policymakers, and curriculum developers seeking to improve the effectiveness of Arabic language education in Indonesian Islamic schools]]>
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