تعليم اللغة العربية المؤسس على المنهج الدراسي الاستقلالي في تعليم اللغة العربية في المدرسة الابتدائية كريسنا مليلير بماديون

Taʿlīm al-lughah al-ʿArabiyyah al-muʾassas ʿalá al-manhaj al-dirāsī al-istiqlālī fī taʿlīm al-lughah al-ʿArabiyyah fī al-madrasah al-ibtidāʾiyyah Kresna Mlilir bi-Madiun

Abstract

This research is based on the importance of the curriculum's role in learning the Arabic language in an organized, systematic, and learner-centered manner. The independent curriculum has emerged as a new approach that emphasizes flexibility, competency-based learning, and the use of technology in the teaching and learning process. However, there are still many practical challenges, such as the lack of speaking skill development, limited technology integration, and the dominance of traditional teaching methods. This study aims to analyze the implementation of the independent curriculum in learning Arabic in the first grade at Krisna Melilir Elementary School, a school that has implemented this curriculum since 2023. The school has over 50 years of educational experience and continues to innovate to improve teaching quality. It is known for its innovative approach and for integrating character and spirituality into its education. The research focuses on analyzing the objectives, content, methods, and assessment in Arabic language learning based on the independent curriculum. Using a qualitative method, the field research concluded that: 1. The implementation of Arabic language learning based on the objectives of the independent curriculum at Krisna Elementary School includes providing students with learning autonomy, focusing on the development of core competencies, supporting students’ character development, granting teachers autonomy, and promoting recovery and learning enhancement after the pandemic. 2. The implementation based on curriculum content includes CP (Competency Standards), ATP (Annual Teaching Plan), TP (Learning Objectives), and teaching units. However, the implementation of the P5 (Strengthening Pancasila Student Profile) project is not yet fully activated. 3. The implementation of Arabic language learning based on methods includes Student-Centered Learning, Project-Based Learning, Differentiated Instruction, and Technology-Enhanced Learning. However, Interdisciplinary Learning and Collaborative Learning have not been fully implemented. 4. The assessment practices include evaluation of the teaching process, learning outcomes, character development, and the use of technology in teaching.