Pembelajaran Bahasa Arab untuk Kurikulum Merdeka

Abstract

Arabic in addition to serving as a means of communication, is also used as a language for knowledge, business, diplomacy, arts and culture, technology, academics, and tourism. Therefore, learning Arabic is crucial for students in Indonesia as a preparation for the future. In recent years, there has been a significant increase in Umrah pilgrimage among millennials, which means that students who are proficient in Arabic can become young Umrah guides. This supports the mission of Indonesian students to be religious, forward-thinking, and competitive in the global era. As part of the Merdeka Curriculum, Arabic is a very important subject. This language is not only a tool for communication but also holds significant cultural, historical, and religious value for Indonesian society, particularly for Muslims. In the context of Arabic language learning using the Merdeka Curriculum, there is a greater opportunity for students to be active subjects in the learning process, with teachers serving as facilitators. This principle is highly relevant for teaching Arabic because it is a subject that requires active student participation in writing, listening, understanding, and speaking. By using a student-centered learning approach, Arabic teachers can enhance student engagement and facilitate their communication skills in the language. The development of the Arabic curriculum for elementary, middle, and high schools should align with the components of the Merdeka Curriculum implemented in Indonesia since 2022. The Merdeka Curriculum has two main components: core components and supplementary components. The core components of the Merdeka Curriculum include learning achievements, learning principles, and assessment, while the supplementary components consist of projects for strengthening the Pancasila student profile and extracurricular activities.