<![CDATA[The implementation of Arabic local content curriculum in Islamic vocational secondary schools faces challenges in integrating religious educational objectives with students' vocational competency needs. This study aimed to analyze the implementation of the Arabic local content curriculum at SMK As-Shofwah NWDI Renco, focusing on curriculum planning, instructional practices, and the supporting and inhibiting factors affecting its implementation. A qualitative approach with a case study design was employed. Data were collected through observations, in-depth interviews, and document analysis involving the principal, Arabic language teachers, the vice principal for curriculum affairs, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal that curriculum planning has been supported by adequate curriculum documents and instructional plans; however, it has not been developed based on students' needs analysis or the characteristics of vocational education. Classroom implementation covers mufradāt (vocabulary), qawā'id (grammar), qirā'ah (reading), and muḥādatsah (conversation), yet instruction remains predominantly lecture-based with limited instructional time, restricting the development of communicative language learning. The implementation is strengthened by the school's religious culture, the morning IMTAQ program, the Arabic Club, and parental support. Conversely, limited facilities, instructional media, learning time, and teachers' technological competence remain significant constraints. The study concludes that the development of the Arabic local content curriculum in Islamic vocational schools should integrate Islamic values, vocational competencies, and communicative language teaching to better address students' educational needs.]]>
Copyrights © 2025
