<![CDATA[This article examines the reconstruction of Arabic language curricula in madrasahs and Islamic higher education institutions in the era of Kurikulum Merdeka. The study uses a qualitative approach with a library research design, focusing on the analysis of curriculum policy documents, methodological references, curriculum theories, and previous studies related to Arabic language education, Kurikulum Merdeka, outcome-based education, and curriculum alignment. The analysis was conducted through document review, thematic categorization, interpretive reading, and conceptual synthesis. The findings show that Arabic language curriculum policies at the madrasah level have provided a foundation for flexible, contextual, and competency-based learning. At the same time, higher education curriculum policies require study programs to develop curricula based on graduate learning outcomes, graduate profiles, scientific development, and societal needs. However, the study finds that the articulation between Arabic learning outcomes in madrasahs and graduate competencies in Islamic higher education remains insufficiently systematic. The article proposes that Arabic curriculum reconstruction should be developed through three main axes: continuity, relevance, and measurability. These axes can be operationalized through cross-level learning outcome mapping, spiral-integrative curriculum design, differentiated learning pathways, digital and intercultural competency integration, and performance-based assessment. The study contributes a conceptual framework for strengthening Arabic curriculum continuity between madrasahs and Islamic higher education institutions.]]>
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