Phenomenological Insights into Arabic Language Learning under Indonesia’s Merdeka Curriculum
DOI:
https://doi.org/10.22219/jiz.v8i3.28574Keywords:
Curriculum, Merdeka Curriculum, Arabic LearningAbstract
The purpose of this study is to explore the phenomenological impacts experienced by teachers and students in the implementation of Arabic language learning under the Merdeka Curriculum at MAN 4 Jakarta. Using a phenomenological approach, this research examines teaching practices and instructional materials from both teachers’ and students’ perspectives. The findings indicate positive impacts on students’ Arabic learning, reflected in improved academic achievement, learning progress, and success, including accomplishments in Arabic Language Olympiad competitions resulting from differentiated learning practices. Teachers also benefit from the curriculum’s conceptual and flexible teaching materials, which enable them to design and develop personalized instructional resources. Overall, the Merdeka Curriculum promotes student-centered learning, enhances instructional creativity, and fosters meaningful learning experiences in Arabic language education.
Downloads
References
Aditomo, A., Zulfikri, & Wahyudin, D. (2024). Kajian Akademik Kurikulum Merdeka (1st ed.). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Ardiansyah, A. A., & Muhammad, A. (2020). Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 3(3), 211–228. https://doi.org/10.22219/jiz.v3i3.13264
Ariga, S. (2022). Implementasi Kurikulum Merdeka Pasca Pandemi Covid-19. Edu Society: Jurnal Pendidikan, Ilmu Sosial, Dan Pengabdian Kepada Masyarakat, 2(2), 662–670. https://jurnal.permapendis-sumut.org/index.php/edusociety
Asrohah, H., Hasanah, M., Yuliantina, I., Hasan, M. A., & Ambarwati, A. (2022). Panduan Pengembangan Projek Penguatan Profil Pelajar Pancasila Rahmatan Lil Alamin. In Direktorat KSKK Madrasah Direktorat Jenderal Pendidikan Islam Kementerian Agama RI.
Deng, Z. (2013). The “Why” and “What” of Curriculum Inquiry: Schwab’s The Practical Revisited. Education Journal, 41(2), 85–105.
Dewi, A. K. (2023). Kegiatan supervisi kepala sekolah dengan teknik group discussion untuk meningkatkan kemampuan guru dalam menyusun soal tes diagnostik nonkognitif di SDN Darurejo I Plandaan Jombang. Jurnal Simki Postgraduate, 2(2), 113–123. https://doi.org/10.29407/jspg.v2i2.266
Dirjen, P. I. (2020). Capaian Pembelajaran PAI dan Bahasa Arab Kurikulum Merdeka pada Madrasah. Dirjen Pendidikan Islam, 5(3), 248–253.
Fajri, K. N. (2019). Proses Pengembangan Kurikulum. Islamika, 1(2), 35–48. https://doi.org/10.36088/islamika.v1i2.193
Huang, R., Guëdard, P., Pont, B., Hyttinen, S., & Pinhsuan, L. (2020). Curriculum reform: A literature review to support effective implementation (OECD Education Working Papers No. 239). OECD Publishing. https://doi.org/10.1787/efe8a48c-en
Hasanah, H. (2017). TEKNIK-TEKNIK OBSERVASI (Sebuah Alternatif Metode Pengumpulan Data Kualitatif Ilmu-ilmu Sosial). At-Taqaddum, 8(1), 21. https://doi.org/10.21580/at.v8i1.1163
Holt, L. (2020). John Dewey: A Look at His Contributions to Curriculum. Academicus International Scientific Journal, 21, 142–150. https://doi.org/10.7336/academicus.2020.21.12
Kelly, A. . (2004). The Curriculum: theory and practice (5th edition). In Sage Publications (Vol. 5). https://doi.org/10.1080/13664530000200292
Kemdikbud. (2022). Buku Saku Kurikulum Merdeka; Tanya Jawab. In Kementerian Pendidikan dan Kebudayaan.
Kemenag. (2022). Pedoman Implementasi Kurikulum Merdeka Pada Madrasah No. 347 Tahun 2022.
Kemendikbud. (2022). Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar dan Menengah. In Badan Standar, Kurikulum dan Assesmen.
Kutsiyyah, K. (2021). Analisis Fenomena Pembelajaran Daring Pada Masa Pandemi (Harapan Menuju Blended Learning). Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1460–1469. https://doi.org/10.31004/edukatif.v3i4.580
Lismawati. (2015). Evaluasi implementasi kurikulum tingkat satuan pendidikan (ktsp) 2013 pada pelajaran al-islam di sd muhammadiyah 5 jakarta. Pendidikan Islam, 7(2), 53–66. Retrieved from https://journal.uhamka.ac.id/index.php/jpi/article/view/178
Madrasah, D. K., & RI, D. P. I. K. A. (2022). Contoh TP, ATP DAN MODUL AJAR BAHASA ARAB KURIKULUM MERDEKA PADA MADRASAH.
Mahmudi, I., & Masturoh, F. (2023). Implementasi Kurikulum Merdeka Belajar dalam Pembelajaran Bahasa Arab. Kalamuna: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 4(2), 207–232. https://doi.org/10.52593/klm.04.2.07
Marisa, M. (2021). Inovasi Kurikulum “Merdeka Belajar” di Era Society 5.0. Santhet: (Jurnal Sejarah, Pendidiikan Dan Humaniora), 5(1), 72. https://doi.org/10.36526/js.v3i2.e-ISSN
Martín-Alonso, D., Sierra, E., & Blanco, N. (2021). Relationships and tensions between the curricular program and the lived curriculum. A narrative research. Teaching and Teacher Education, 105, 103433. https://doi.org/10.1016/j.tate.2021.103433
Mohanasundaram, K. (2018). Curriculum Design and Development. India Journal of Applied and Advanced Research, 2018(3), 4–6. https://doi.org/10.21839/jaar.2018.v3iS1.156
Nurhalimah, N. (2020). Telaah Komponen Dan Pendekatan Pengembangan Kurikulum. Islamika, 11(2), 65–90. https://doi.org/10.33592/islamika.v11i2.433
Nuryana, A., Pawito, & Utari, P. (2019). Pengantar Metode Penelitian kepada Suatu Pengertian yang Mendalam Mengenai Konsep Fenomenologi. ENSAINS, 2(1), 19. https://doi.org/10.31848/ensains.v2i1.148
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237
Sarnoto, A. Z. (2024). Differentiated Learning Model in Merdeka Curriculum. Journal on Education, 06(03), 15928–15939. https://doi.org/10.31004/joe.v6i3.5470
Steiner, B. D. (2017). Sw-Curriculum-Research-Report-Fnl. Standards Work, March, 1–13.
Suryaman, M. (2020). Orientasi Pengembangan Kurikulum Merdeka Belajar. 13–28.
Zweeris, K., Tigelaar, E. H., & Janssen, F. J. J. M. (2023). Studying curriculum orientations in teachers’ everyday practices: A goal systems approach. Teaching and Teacher Education, 122, 103969. https://doi.org/10.1016/j.tate.2022.103969
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ahmad Rizki Nugrahawan Rizki, Miatin Rachmawati, Zahra Maulida Fitri, Rahmatika Dewi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Copyright (c) 2019 Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
