Aug 2026· El-Ibtikar : jurnal pendidikan bahasa Arab· Vol 15· 0 citations
Abstract
This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.
The implementation of the Merdeka Curriculum has encouraged a paradigm shift from teacher-centered instruction to student-centered learning that promotes higher-order thinking skills, character development, and lifelong learning. Despite these expectations, Fiqh instruction in Islamic Elementary Schools (Madrasah Ibtidaiyah) continues to encounter several pedagogical challenges. Consequently, an instructional approach that facilitates meaningful, reflective, and engaging learning experiences is required to optimize the implementation of the Merdeka Curriculum. This study investigates the implementation of the Deeper Learning approach in Fiqh instruction and examines its contribution to improving learning quality at MIN Kota Lhokseumawe. Employing a qualitative field research design, participants were selected using purposive sampling, involving the principal, one Fiqh teacher, and students who were directly engaged in the implementation of Deeper Learning in classroom instruction.The collected data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing and verification, while the trustworthiness of the findings was established through source triangulation, method triangulation, and member checking. The data were analyzed using thematic analysis following the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings demonstrate that Deeper Learning transforms conventional Fiqh instruction into an active learning process that encourages inquiry, collaboration, reflection, and contextual understanding.. However, challenges remain, including differences in students' learning readiness, limited instructional media, and the need for continuous teacher adaptation to innovative instructional approaches. The study concludes that integrating Deeper Learning into the Merdeka Curriculum enhances not only students' conceptual understanding of Fiqh but also their critical thinking, collaboration, communication, and character development, making it a promising pedagogical approach for improving Islamic education at the elementary level.
A. Hayani, Akhmad Zulfikar Khabibullah, Moh. Farhan et al.· Indonesian Journal of Elemen...· 0 citations
The Merdeka Curriculum places flexibility, competency development, and students’ learning needs at the center of instructional planning. However, systematic research connecting Indonesian language instructional design with the opportunities and challenges of curriculum implementation in secondary schools remains limited. This study analyzed Indonesian language instructional design within the Merdeka Curriculum and identified the opportunities and challenges associated with its implementation. A descriptive qualitative approach with a library research design was employed. Data were obtained from official government policy documents and scholarly articles selected purposively according to their relevance, recency, and source credibility. The data were collected through documentation and examined using qualitative content analysis. The findings indicate that instructional design is organized through the alignment of Learning Outcomes, sequences of learning objectives, teaching modules, and assessment practices. Key opportunities include instructional flexibility, contextual and experience-based learning, project-based learning, differentiated instruction, and teacher collaboration. Conversely, implementation is constrained by variations in teacher readiness, limited facilities, the need for continuous teaching-material development, regulatory changes, and disparities in instructional capacity across schools. The study concludes that curriculum flexibility alone is insufficient to ensure effective implementation without sustained professional and institutional support. These findings clarify the organizational components and implementation conditions required to develop Indonesian language instruction that is contextual, adaptive, and responsive to students’ learning needs.
Suci Raufi Alkarima, Zamratul Ain, S. R et al.· YASIN· 0 citations
This study examines the role of educational supervisors in developing the teaching skills of Arabic language teachers in public schools in Ajloun Governorate, Jordan, from the teachers’ perspectives. A descriptive survey design was employed. The researcher developed a 33-item questionnaire across four domains: lesson planning (9 items), effective classroom management (10 items), teaching strategies (7 items), and assessment/evaluation (7 items). Content validity and reliability were established using standard statistical procedures. A comprehensive, randomly drawn sample of 340 teachers (97% of the population) participated. Findings indicate that the perceived overall role of educational supervisors is high. Specifically, perceived impact on planning, classroom management, and use of teaching strategies was high, while impact on assessment/evaluation was moderate. Significant differences (α = 0.05) emerged by gender and years of service, with no differences by academic qualification. Implications for practice include prioritizing targeted professional development for supervisors in contemporary assessment and measurement, differentiated supervisory support based on teacher experience and gender-sensitive needs, and system-level policies that strengthen supervisory capacity to improve assessment literacy. The study contributes to educational studies and language teacher development in an Arabic-medium context, offering evidence to inform supervision practices and teacher professional learning in similar settings.
Raheef Mohammad Mahmud Bani Na'iem· Jordan Journal of Applied Sc...· 0 citations
The diversity of learning readiness, interests, and learning styles of elementary school students requires teachers to implement learning that is no longer uniform, especially since the Independent Curriculum requires student-centered learning through a differentiated approach, while Indonesian language learning has tended to be teacher-centered. This study aims to analyze the implementation of differentiated learning in Indonesian language subjects in elementary schools, the forms of content, process, and product differentiation applied, and the obstacles faced by teachers in its implementation. The method used is a library study (library research) with a qualitative approach and content analysis techniques on six articles from accredited national journals published in 2020–2026. The results of the study indicate that all articles report the positive impact of differentiated learning on student activity, motivation, and learning outcomes; process differentiation is most often applied compared to content and product, with diagnostic assessment as a key instrument for mapping student needs; and three main obstacles that are consistently reported are time constraints, large student numbers in one class, and teachers' lack of understanding of student learning styles. It can be concluded that differentiated learning effectively improves the quality of Indonesian language learning in elementary schools, but its success depends on systemic support in the form of continuous teacher training and adjustment of the student ratio per class, so that future research is recommended to use a quantitative design to measure the magnitude of its impact measurably.
Desfita Muliadi, Sindi Winarsih, N. Hasanah et al.· International Journal of Edu...· 0 citations
The implementation of the Merdeka Curriculum requires the realization of student-centered learning (SCL), which promotes students’ active participation, independence, and collaboration. However, classroom practices in schools are still often dominated by teacher-centered approaches, highlighting the need for innovative learning media that support this educational transformation. This study aims to analyze the implementation of student-centered learning within the Merdeka Curriculum through the utilization of the Educaplay platform in Pancasila Education at the senior high school level. This research employed a descriptive qualitative approach with a case study design. Data were collected through participatory observation, expert validation of learning materials and instructional tools, and documentation. Data analysis was conducted qualitatively using the Miles and Huberman interactive model, while validation data were analyzed using feasibility percentages. The findings revealed that the developed instructional tools achieved an average validation score of 98.75%, categorized as excellent. The implementation of Educaplay features, including interactive slideshow, matching game, and froggy jumps, successfully increased students’ active engagement, fostered learning independence, strengthened collaboration and communication skills, created more meaningful and contextual learning experiences, and transformed the teacher’s role into that of a learning facilitator. These findings are further supported by a synthesis of the literature indicating that gamification and game-based learning effectively enhance students’ motivation, participation, and learning outcomes. Therefore, Educaplay functions not only as a digital learning medium but also as a pedagogical tool that supports the implementation of student-centered learning principles within the Merdeka Curriculum.
A. Malika, Sapriya, Rahmat et al.· Jurnal Pendidikan Ilmu Sosia...· 0 citations
This study aims to analyze the leadership competencies of Arabic language teachers in improving the quality of learning in madrasahs. The study is grounded in the recognition that teachers play a crucial role as instructional leaders who are expected not only to possess pedagogical and professional competencies but also to direct, motivate, guide, and serve as role models for their students. A qualitative approach with a case study design was employed. Data were analyzed using the interactive model developed by Miles, Huberman, and Saldana, while source and methodological triangulation were applied to ensure the credibility of the findings. The results indicate that the leadership competencies of Arabic language teachers have been effectively implemented through their ability to guide and influence students, foster learning motivation, support students' academic development, and demonstrate exemplary attitudes and behaviors. These competencies interact synergistically to create a conducive learning environment, enhance student participation, and promote character development. This study proposes a conceptual model of Arabic language teacher leadership competencies as a contribution to the advancement of teacher leadership studies within the context of madrasah education.
Pajar Abdurahman, Isop Syafe'i, A. Nandang et al.· International journal of soc...· 0 citations
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