Analysis of Arabic Language Curriculum Component Design in Improving Learning Effectiveness: A Qualitative Study in Madrasahs
DOI:
https://doi.org/10.36668/n872ja25Abstract
This study aims to describe the design of Arabic language curriculum components which include objectives, materials, learning strategies, media and learning evaluation in madrasas, analyze the implementation of Arabic language curriculum component design in improving the effectiveness of Arabic language learning in madrasas and identify supporting and inhibiting factors in the implementation of Arabic language curriculum component design to improve the effectiveness of learning in madrasas. The method in this study uses a descriptive qualitative approach to analyze the design of Arabic language curriculum components in improving the effectiveness of learning in madrasas. Data were obtained from primary and secondary sources through observation, interviews, and documentation. Research informants included Arabic language teachers, madrasah principals, curriculum representatives, and students selected by purposive sampling. Data analysis used the interactive model of Matthew B. Miles and A. Michael Huberman through data reduction, data presentation, and drawing conclusions with triangulation validation of sources and methods. The results of the study indicate that the design and implementation of Arabic language curriculum components in madrasas have been arranged integratively through objectives, materials, strategies, media, and learning evaluation oriented to the development of students' communicative competence. The application of the curriculum in a contextual and communicative manner can increase students' motivation, participation, and Arabic language skills. Learning success is supported by teacher competence, madrasah support, and learning media. The main obstacles include limited facilities, learning time, differences in student abilities, and the lack of an Arabic-language environment
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