Implementation of the Independent Curriculum in Arabic Language Learning at MTs Darul Ijtihad Sampang

Implementasi Kurikulum Merdeka Dalam Pembelajaran Bahasa Arab Di MTs Darul Ijtihad Sampang

Abstract

The implementation of the Independent Curriculum (Kurikulum Merdeka) in language learning continues to be a central focus in improving educational quality across Islamic schools. This study aims to describe the application of the Independent Curriculum in Arabic language instruction at MTs Darul Ijtihad Sampang and to identify the factors influencing its implementation. A qualitative approach with a descriptive design was employed. Data were collected through in-depth interviews, classroom observations, and documentation involving Arabic language teachers, the school principal, and students. Triangulation techniques were used to ensure data validity, while the Miles, Huberman, and Saldana interactive model guided the processes of data reduction, presentation, and conclusion drawing. The findings indicate that the implementation of the Independent Curriculum has not been carried out optimally. Arabic language learning remains dominated by conventional book-centered teaching methods and does not reflect key principles of the curriculum, such as differentiated instruction, diagnostic assessment, or the integration of modern learning media. The substitute teacher lacks sufficient competence regarding the Independent Curriculum and has not participated in technical training. Furthermore, supporting facilities such as audio-lingual devices, digital media, and curriculum-based teaching modules are highly limited. The discussion highlights that teacher competence, availability of learning facilities, and institutional readiness form a systemic set of factors determining the success of curriculum implementation. The lack of support in these areas results in learning practices that do not align with the curriculum’s objectives of flexibility, learner autonomy, and competency-based development