Implementation and problems of Applying the Merdeka Curriculum in Arabic Language Learning

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

The implementation of the "Merdeka Curriculum" (Independent Curriculum) in Arabic language learning at Madrasah Aliyah Negeri Pangkep aims to foster student-centred learning, promote autonomy, and align education with the needs of 21st-century skills. This study examines how the Merdeka Curriculum is applied in Arabic language instruction, focusing on planning, methods, and evaluation processes. Data were collected through observations, interviews, and document analysis at selected Madrasahs. The findings reveal that the curriculum emphasises flexibility in lesson design, integrating Arabic with religious and cultural contexts, and using diverse teaching strategies, such as project-based learning and thematic approaches. Teachers must develop materials that suit students' interests and abilities while maintaining the curriculum's core competencies. However, limited resources and teacher readiness still hinder optimal implementation. This study highlights the importance of training and support systems to enhance the effectiveness of the Merdeka Curriculum in Arabic language education.

Although technology-assisted Arabic language learning has attracted increasing scholarly attention, research specifically examining the use of the Wayground application to support Arabic grammar learning in higher education remains limited. This study aimed to explore the implementation of the Wayground application in Arabic language learning and its contribution to improving students’ understanding of Arabic grammar at Nahdlatul Ulama University of Purwokerto. A qualitative approach was employed using a descriptive case study design. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings indicate that the use of the Wayground application increased students’ engagement, supported interactive learning, and facilitated a clearer understanding of Arabic grammar concepts through technology-based activities. These findings contribute to the theoretical development of technology-enhanced language learning and broaden understanding of digital media integration in Arabic language education. The study concludes that the Wayground application plays an important role in fostering an engaging and effective Arabic language learning environment and recommends the integration of technology-based platforms to strengthen grammar instruction in higher education. The study further offers practical implications for optimizing digital learning tools and highlights the need for future research on the long-term effects of digital applications on Arabic language proficiency and learning outcomes.

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation.

Arabic Language learning in Indonesia keeps on progress over the time. This progress can be seen from schools, boarding schools, universities and Arabic courses, etc that already built in many places. Therefore, to operate and develop the Arabic Language learning, we need a good management of it. The purposes of this research are: (1) to describe the planning of Arabic Language learning and also to analyze the quality of it that already done, (2) to describe the implementation of Arabic Language learning and to analyze the quality of it that already done, (3) to describe the evaluation of Arabic Language learning and to analyze the quality of it that already done. This research used the qualitative approach by using case-study method. The technique collecting data is through interviews, observation, and documentation. The subject on this research is chosen by purposive sampling. Keywords: Learning management, Learning for Arabic, Ma’had Abdurrahman bin Auf

This literature review investigates the impact of digital technology on Arabic language learning, highlighting both its positive effects and challenges. The integration of digital tools has significantly enhanced accessibility, enabling a broader audience to engage in learning, including those in remote areas or unable to attend in-person classes. Digital technology has democratized education, providing diverse and flexible learning opportunities. However, the use of digital technology in Arabic language learning also faces several challenges. Technical issues, such as unstable internet connections and server problems, can disrupt the learning process. Additionally, there is a risk of technology misuse, including the spread of misinformation and the improper use of social media. Despite these challenges, the positive outcomes, such as increased accessibility and the potential for personalized learning experiences, underscore the transformative potential of digital technology in Arabic language education. This review aims to provide insights into current trends, assess the outcomes of digital integration, and explore future directions for enhancing language education in the digital era. The findings suggest a balanced approach, addressing technical challenges while leveraging the benefits of digital tools, to optimize the learning experience and ensure the effective teaching of Arabic in the digital era. This research is expected to assist various parties in gaining different perspectives.

Arabic language learning continues to face challenges related to surface-level instructional practices that emphasize memorization and structural mastery, often failing to foster learners’ awareness, meaning-making, and meaningful learning experiences. In response to shallow learning, the concept of deep learning has emerged in contemporary educational discourse; however, it has largely been developed within Western cognitive frameworks that tend to overlook the spiritual dimension of human learning. This article aims to analyze the concept of deep learning from a Qur’anic perspective through the framework of Mindful, Meaningful, and Joyful Learning and to examine its implications for Arabic language education. This study adopts a qualitative approach with a library research design. The data sources include selected Qur’anic verses related to learning, classical and contemporary Qur’anic exegesis, and relevant educational literature. Data were analyzed using a thematic–interpretative approach. The findings indicate that Qur’anic deep learning constitutes a holistic learning process that begins with awareness-based learning grounded in reason (mindful learning), progresses toward meaning-making grounded in the spiritual dimension (meaningful learning), and culminates in spiritual happiness rooted in the heart (joyful learning). These three dimensions are integrative and form a unified, transformative learning process. The implications of this study suggest that Arabic language learning should be reoriented from purely technical-linguistic approaches toward learning experiences that cultivate learners’ awareness, deep understanding, and spiritual joy. This article contributes theoretically by offering a Qur’anic-based framework of deep learning and provides a conceptual foundation for more holistic and meaningful Arabic language education.

This study aims to explore the trajectory of Arabic language learning research in non-Arabic-speaking countries. The research method used is bibliometric analysis related to Arabic language learning in non-Arabic speaking countries. The data sources in this research are articles taken from the Scopus database using keywords such as Arabic Language Learning, Arabic Language Teaching, Arabic Language Education, and Arabic Language Teaching. We identified 108 relevant articles covering the period from 1970 to 2024. Our analysis encompasses various dimensions including yearly publication trends, authorship patterns, country affiliations, productive institutions, and prolific publishers within this thematic domain. Further insights were gathered through sophisticated analytical techniques, specifically employing VosViewer software for data visualization and thematic cluster analysis. a significant increase in research activity related to Arabic Learning within non-Arabic speaking countries, particularly evident over the past decade. Notably, Indonesia, with the world's largest Muslim population, emerges as the foremost contributor in terms of article productivity, closely followed by Malaysia and the United States. The pivotal role of the Gema Online Journal of Language Studies, affiliated with Universiti Kebangsaan Malaysia, underscores its significance as a platform shaping scholarly discourse in this field and standing as the most productive institution. Additionally, our analysis identifies Ritonga, M., as the most productive author, while Shah P.M. and Yusri, G. emerge as influential contributors within this scholarly domain. These findings provide valuable insights into the evolving landscape of Arabic language learning research in non-Arabic speaking contexts. Abstrak Penelitian ini bertujuan untuk mengeksplorasi lintasan penelitian pembelajaran bahasa Arab di negara non-Arab. Metode penelitian yang digunakan adalah analisis bibliomterik terkait dengan pembelajaran bahasa Arab di negara non-Arab. Sumber data dalam penelitian ini merupakan artikel-artikel yang diambil dari database Scopus dengan memanfaatkan kata kunci seperti pembelajaran bahasa Arab, pengajaran bahasa Arab, pendidikan bahasa Arab, dan pengajaran bahasa Arab. Penulis mengidentifikasi 108 artikel terkait yang mencakup periode 1970 hingga 2024. Analisis mencakup berbagai dimensi termasuk tren publikasi tahunan, pola kepenulisan, afiliasi negara, lembaga produktif, dan penerbit produktif dalam domain tematik ini. Pemanfaatan perangkat lunak VosViewer digunakan untuk visualisasi data dan analisis klaster tematik. Hasilnya menunjukkan peningkatan yang signifikan dalam aktivitas penelitian terkait pembelajaran bahasa Arab di negara- non-Arab, khususnya selama dekade terakhir. Indonesia, dengan populasi muslim terbesar di dunia, muncul sebagai kontributor utama dalam hal produktivitas artikel, diikuti oleh Malaysia dan Amerika Serikat. Peran penting Gema Online Journal of Language Studies, yang berafiliasi dengan Universiti Kebangsaan Malaysia, menggarisbawahi pentingnya sebagai platform yang membentuk wacana ilmiah di bidang ini dan berdiri sebagai institusi paling produktif. Selain itu, analisis kami mengidentifikasi Ritonga, M., sebagai penulis paling produktif, sementara Shah P.M. dan Yusri, G. muncul sebagai kontributor berpengaruh dalam domain keilmuan ini. Temuan ini memberikan wawasan berharga mengenai perkembangan penelitian pembelajaran bahasa Arab dalam konteks non-Arab.

In order to follow and fulfill the development of the times wrapped in technology, every Arabic teacher is also required to be able to master and apply technology in Arabic language learning. In a study conducted by Rustam Shadiev and Mengke Yang, it was found that of the twenty-four articles reviewed on the use of technology in foreign language learning, almost all of these studies reported positive results. Learners had a positive perception of the use of technology, which meant that it showed that technology was effective in supporting language learning and that learners accepted and used it. Based on this, mentoring and training activities to improve teaching competencies for 21 Arabic language teachers in the Puteri Ummul Mukminin Aisyiyah Islamic Boarding School in South Sulawesi were carried out on Saturday, May 27, 2023, with the speaker, Assoc. Prof. Dr. Nurkhamimi Zainuddin from the Faculty of Primary Language Studies, Uniersitas Sains Islam Malaysia (USIM). This is certainly expected to provide additional knowledge about the importance of using technology in Arabic language learning that can be applied both online and offline. The activity was carried out in three stages: preparation, implementation, and reflection.

Arabic language learning textbooks have fulfilled the elements of the learning system. However, the textbooks for Arabic language learning are considered inadequate to meet students' needs and contemporary social changes. This article describes the analysis of al-mahārah al-kalām material in the Madrasah Aliyah (MA) class XII Arabic language textbook published by the Indonesian Ministry of Religion based on the American Council on the Teaching of Foreign Languages (ACTFL) guidelines. This research uses research procedures and qualitative methods. Based on a content analysis approach, this research seeks to reveal al-mahārah al-kalām learning materials for class XII MA students. al-Mahārah al-kalām was chosen as the object of study because Arabic speaking skills are highly important in a person's motivation to learn Arabic. The data analysis technique used in this research follows the content analysis method, which emphasizes a set of procedures for making valid inferences from text. Methodically, the analysis used in this research is qualitative content analysis in discourse analysis, semiotic analysis, and hermeneutic analysis. This research found three things, namely (1) the use of ACTFL as a basis for standardizing Arabic textbooks necessitates harmonization of textbook material, which so far has not been fully oriented towards ACTFL; (2) confirmation of the standardization of Arabic language learning based-on ACTFL has an impact on restructuring the curriculum for Arabic language learning. ACTFL standardization is also seen as an effort to increase Arabic language mastery globally and (3) redefinition of Arabic language learning using teaching materials for class XII MA students. This redefinition is possible to prepare students to enter the higher education market at a global level. This research confirms the significance of using ACTFL in preparing Arabic language learning textbooks at all levels of Islamic education. Future research can utilize ACTFL to analyze various basic Arabic language skills, especially in each Islamic education unit and Islamic boarding school education. Keywords: Analysis, Speaking skill, Textbook, ACTFL Abstrak Kehadiran buku ajar pembelajaran bahasa Arab dalam beberapa hal dianggap telah memenuhi unsur-unsur sistem pembelajaran, namun demikian buku-buku ajar yang saat ini berlaku dianggap kurang memadai lagi untuk memenuhi kebutuhan siswa dan kontemporarisasi perubahan sosial. Artikel ini mendeskripsikan tentang analisis materi al-mahārah al-kalām dalam buku ajar bahasa Arab Madrasah Aliyah (MA) kelas XII yang diterbitkan oleh Kementerian Agama RI berdasarkan pedoman American Council on The Teaching of Foreign Languages (ACTFL). Penelitian ini menggunakan prosedur dan cara kerja penelitian kualitatif. Dengan mendasarkan pada pendekatan content analysis, penelitian ini berupaya mengungkap materi-materi pembalajaran al-mahārah al-kalām untuk siswa MA kelas XII. al-Mahārah al-kalām dipilih sebagai objek kajian dengan pertimbangan bahwa keterampilan berbicara bahasa Arab memiliki posisi yang tinggi dari sudut motivasi seseorang belajar bahasa Arab. Teknik anlisis data yang digunakan penelitian ini mengikuti prosedur metode content analysis yang menekankan seperangkat prosedur untuk membuat inferensi yang valid dari teks. Secara metodis, analisis yang digunakan penelitian ini yaitu analisis isi kualitatif, berupa analisis wacana, analisis semiotik dan analisis hermeneutika. Penelitian ini menghasilkan tiga temuan, yaitu (1) penggunaan ACTFL sebagai basis standarisasi buku ajar bahasa Arab meniscayakan penyelarasan-penyelarasan materi buku ajar yang selama ini belum sepenuhnya beroirientasi pada ACTFL; (2) konfirmasi standarisasi pembelajaran bahasa Arab berbasis ACTFL berdampak pada penyusunan ulang kurikulum untuk pembelajaran bahasa Arab. Standarisasi ACTFL juga dipandang sebagai upaya peningkatan penguasaan bahasa Arab dalam konteks global; dan (3) redefinisi terhadap pembelajaran bahasa Arab yang menggunakan bahan ajar untuk siswa kelas XII MA. Redefinisi ini dimungkinkan dilakukan untuk menyiapkan peserta didik memasuki pasar perguruan tinggi pada tataran global. Hasil penelitian ini mengonfirmasi tentang signifikansi penggunaan ACTFL dalam penyusunan buku ajar pembelajaran bahasa Arab pada semua jenjang pendidikan Islam. Penelitian berikutnya dapat memanfaatkan penggunaan ACTFL sebagai basis analisis pada berbagai kemampuan dasar bahasa Arab, terutama pada setiap satuan pendidikan Islam dan pendidikan pesantren. Kata Kunci: Analisis, al-Mahārah al-Kalām, Buku Ajar, ACTFL

Background. Along with the development of the times and changes in the way of looking at the use of technology in learning Arabic is becoming more sophisticated and complicated. For that, the use of Augmented Reality technology is applied in learning Arabic in order to improve the learning process. Augmented Reality technology is a technology that in its use can combine digital elements that can be seen virtually and can also be presented in the form of 3D animation. Purpose. The aim of this research is to determine the effect of using Augmented Reality technology in Arabic language learning on student learning motivation. Apart from that, to create innovative and creative Arabic language learning for students. Method. The research method used in this research is a quantitative method with a randomized control experimental approach. Data was collected through questionnaires in the form of questionnaires. Results. The results of this research show that the use of Augmented Reality technology in Arabic language learning can increase student learning motivation. Students who are involved in Augmented Reality-based learning show a higher level of motivation, as well as a more active level of participation in the learning process. The use of Augmented Reality technology strengthens student engagement with learning material, increasing their understanding of the Arabic language context. Students are also increasingly interested in learning Arabic. Conclusion. The conclusion of this research states that Augmented Reality technology in Arabic language learning has a positive impact on student learning motivation. This emphasizes the importance of implementing technological innovation in education to increase learning effectiveness and strengthen student engagement. This research provides a basis for further development in the use of Augmented Reality technology in the context of learning Arabic and other subjects.

Linguistic competency improvement strategies need to be developed to face challenges. This study aims to analyze Arabic language learning in Islamic universities in Indonesia, focusing on teaching methods, challenges faced, and strategies to improve students' linguistic competence. This study uses a qualitative approach by collecting data through classroom observation, interviews with Arabic teachers, and analysis of related documents in Indonesian Islamic University (UII), State Islamic University (UIN) Jakarta, State Islamic University (UIN) Yogyakarta, State Islamic University (UIN) Sunan Kalijaga, State University of Malang (UM), Yogyakarta State University (UNY). The results showed that the teaching methods commonly used in Islamic universities in Indonesia are lecture methods, discussion methods, demonstration methods, and problem-solving methods. However, the use of the lecture method is still dominant in the context of Arabic language learning. Challenges faced by students in learning Arabic include the complexity of Arabic grammar, time constraints, lack of resources, and a dense curriculum. Strategies identified include using educational technology in Arabic language learning, teacher training and mentorship, extracurricular programs involving the Arabic language, and an emphasis on developing speaking and writing skills in Arabic.

UMI Arabic language lecturers using audio-visual will be helped in learning Arabic. The development and advancement of technology provide a variety of audiovisual alternatives. The reality is that UMI lecturers generally use audiovisuals which are still limited to tapes and videos whose numbers are very limited. For this reason, in the process of learning Arabic, it needs to be great attention from lecturers in preparing teaching materials accompanied by media that can support the occurrence of active, innovative and productive learning processes, so that students not only memorize and know vocabulary but are able to apply all the vocabulary and grammar he understands in everyday conversation. This study aims to describe the effectivenessof learning Arabic with audiovisual media. This type of research is field research using a descriptive qualitative approach. The object of the research is the application of audiovisual media in learning Arabic Language students of West Asian Literature, Faculty of Literature and Students of Arabic Language Education, Faculty of Islamic Religion, University of Indonesia. Methods of collecting data with questionnaires, interviews, observation, and documentation. Data processing methods are carried out in three stages, namely preparation, data collection stage and data processing stage. The process of data analysis using data triangulation methods,namely: data reduction, data presentation, and conclusion. The three components are interrelated and carried out together in the process of concluding the final results of the study. The output that will be achieved is the publication of effective audiovisual use textbooks in learning Arabic.

The scientific approach has been applied in Arabic learning in schools/madrasah throughout Indonesia over the past few years. However, this is not the case in Islamic boarding schools, not all Islamic boarding schoolsapply this scientific approach in Arabic learning. This research aims to reveal the teacher’s perception of the application of scientific approaches in Arabic learning in Islamic boarding schools. The research method used was a survey method. The research sample consisted of 20 Islamic boarding schools in the province of West Sumatra. Research data were collected through a questionnaire filled out by Arabic language teachers in the Islamic boarding schools. The data analysis technique is descriptive quantitative analysis using percentages. The results showed that the majority of teachers agreed with the application of the scientific approach in Arabic learning in Islamic boarding schools since the majority of teachers perceive that the scientific approach is appropriate and effective to be used in Arabic learning. However, some teachers still find difficulties in implementing it even though they have participated in various trainings. In addition, not all Islamic boarding schools are equipped with adequate infrastructure to support the implementation of a scientific approach.Therefore, it is needed a policy from the authorities to improve teacher competence and complete facilities for the implementation of scientific approach towards Arabic learning in Islamic boarding schools.

This study aims to collect and review information about various studies that discuss critical thinking skills in Arabic language education journals throughout Indonesia in the 2020-2023 period. A qualitative research approach with a literature method was used. This study answers questions about the trend of critical thinking skills research from the number of studies per year, research design, treatment used, measurement instruments, data analysis techniques, and an overview of the series of studies that researchers have conducted. The data analysis technique used content analysis. The results showed increased publications discussing critical thinking skills, although it has yet to become Indonesia's primary trend in Arabic language learning. The study also identified the dominance of qualitative research, research subjects that tend to be MA and undergraduate students, and measurement instruments involving observation sheets, tests, interviews, and documentation. In addition, the articles were generally published in accredited journals, indicating the quality and credibility of the research. Recommendations for future research include increasing quantitative research, classroom action research (PTK), and development research (R&D), as well as involving a wider range of research subjects and varising research designs. This study provides in-depth insights related to critical thinking skills research in the context of Arabic language learning in Indonesia. Abstrak Penelitian ini bertujuan untuk mengumpulkan dan mengkaji informasi tentang berbagai penelitian yang membahas keterampilan berpikir kritis pada jurnal pendidikan bahasa Arab se-Indonesia pada periode 2020-2023. Pendekatan penelitian kualitatif dengan metode kepustakaan digunakan. Penelitian ini menjawab pertanyaan tentang tren penelitian keterampilan berpikir kritis dari aspek jumlah penelitian pertahun, desain penelitian, perlakuan yang digunakan, instrumen pengukuran, teknik analisis data, dan gambaran rangkaian penelitian yang telah dilakukan oleh para peneliti. Teknik analisis data menggunakan analisis konten. Hasil penelitian menunjukkan peningkatan jumlah publikasi yang membahas keterampilan berpikir kritis, meskipun belum menjadi tren utama dalam pembelajaran bahasa Arab di Indonesia. Penelitian ini juga mengidentifikasi dominasi penelitian kualitatif, subjek penelitian yang cenderung pada siswa MA dan mahasiswa strata 1, serta instrumen pengukuran yang melibatkan lembar observasi, tes, wawancara, dan dokumentasi. Selain itu, artikel-artikel tersebut umumnya diterbitkan di jurnal-jurnal terakreditasi, menunjukkan kualitas dan kredibilitas penelitian. Rekomendasi untuk penelitian selanjutnya mencakup peningkatan penelitian kuantitatif, penelitian tindakan kelas (PTK), dan penelitian pengembangan (R&D), serta melibatkan subjek penelitian yang lebih luas dan varisasi desain penelitian. Penelitian ini memberikan wawasan mendalam terkait penelitian keterampilan berpikir kritis dalam konteks pembelajaran bahasa Arab di Indonesia.