<![CDATA[Research on the impact of academic transformation, including the improvement of accreditation, the implementation of innovative curriculum (Merdeka and K13), and recognition as the best madrasah in Arabic language learning outcomes, is crucial to be conducted as a foundation for strategic evaluation. A quantitative correlational method was applied with linear regression analysis. The data were collected from questionnaires distributed to 30 students. The analysis results indicate that changes in academic status have a positive and significant impact on learning outcomes. The coefficient of determination (R Square) of 0.773 indicates that 77.3% of the variation in learning outcomes can be explained by this transformation, supported by the ANOVA test (F=95.458; sig. 0.000) and the regression coefficient (B=0.828; sig. 0.000). Status transformation drives a shift in the learning paradigm from traditional memorization to a more contextual, applied, and technology-based approach, in line with KMA No. 1503 of 2025. Improvements in facilities, instructional quality, and performance-based evaluation facilitated this change. The remaining 22.7% of learning outcomes are influenced by other factors such as socioeconomic conditions and support. In conclusion, changing the status of students is a key factor in making Arabic language learning in madrasahs more relevant and of higher quality. This study recommends institutional transformation policies supported by a flexible curriculum, improved teacher capacity, and a conducive learning environment to maximize benefits for students.]]>
Copyrights © 2026
