<![CDATA[Objective: This study evaluates the implementation of Curriculum 2013 process standards in Arabic language learning at Madrasah Aliyah Darussalam Tamban Catur, a remote private madrasah in Central Kalimantan, studied in 2023 at the onset of the transition toward the Merdeka Curriculum. The research documents baseline conditions against Permendiknas No. 41/2007 process standards, offering a reflective reference for Merdeka Curriculum policy in similar madrasahs. Methods: A descriptive qualitative case-study design was used, with data gathered through interviews, classroom observation, and document review, analyzed following the Miles, Huberman, and Saldana model. Results: Formal process standards were nominally met through available syllabi and lesson plans (RPP), yet quality remained far from ideal: 15 RPP documents lacked evaluation instruments and assessment rubrics, eight showed misalignment between competency indicators and learning objectives, instruction was dominated by lecturing with minimal media use, and teachers had received no structured training. Novelty: Unlike prior studies focused on urban or state madrasahs, this study offers one of the first baselines of a remote private madrasah just before the national curriculum transition, showing that unresolved Curriculum 2013 gaps foreshadow greater structural risk under the more autonomy-demanding Merdeka Curriculum.]]>
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