The Independent Curriculum and Its Role in Implementing Arabic Education in Senior Islamic School in Indonesia

Abstract

The shift from the 2013 curriculum to the Independent Curriculum has significantly influenced instructional planning, the teaching–learning process, and its evaluation in Indonesian senior high schools. These educational reforms have required adjustments in the teaching of Arabic, particularly in relation to learning units, instructional approaches, and assessment methods. The main question addressed in this study is: What is the role of the Independent Curriculum in the implementation of Arabic language instruction in Indonesian senior high schools? The purpose of this research is to describe how Arabic language teaching is implemented under the Independent Curriculum in Indonesian senior high schools.This study employs a descriptive qualitative research method using a library research approach. The data collection techniques used in this study are observation and documentation. Meanwhile, the data analysis method employed is content analysis. The findings show that the implementation of Arabic language teaching under the Independent Curriculum in senior high schools is theoretically aligned with the core principles of the curriculum. This alignment is reflected in the components of Arabic language instruction, which include Problem-Based Learning (PBL), Project-Based Learning (PjBL), Differentiation-Based Learning (DBL), and Deep Learning (DL).