Analysis of the Arabic Language Teaching Curriculum at Maʿhad Ibn Ḥajar al-Islāmī al-ʿĀlī تحليل منهج تعليم اللغة العربية في معهد ابن حجر الإسلامي العال

Abstract

Curriculum has a very important role and position in all aspects of education. According to Law No. 20 of 2003 on the National Education System (Constitution) of Indonesia in the National Education System, (2003), curriculum is a set of plans and arrangements related to the objectives, content, and teaching materials as well as methods used as guidelines for implementing learning activities to achieve certain educational goals as a design that will provide provisions when entering society. Because education must be able to provide nutritional supplements to students in terms of knowledge and skills. (Kharidatun, Halim dkk, 2024) Institutes are competing to develop special curricula for teaching the Arabic language, where Arabic is the official language of instruction. Ibn Hajar Islamic Higher Institute uses Arabic as the official language throughout the entire teaching process, from the beginning of the level to the end. The research aims to analyze the Arabic language teaching curriculum at Ibn Hajar Islamic Higher Institute. The study demonstrated that the Arabic language teaching curriculum implemented at Ibn Hajar Islamic Higher Institute is characterized by the comprehensiveness of its content and the diversity of its teaching methods, which contribute to achieving educational goals. The curriculum focuses on developing the four language skills through the use of various teaching methods, such as the auditory-oral method for teaching sounds and the direct method for teaching vocabulary. This led to improved students' language skills, and the study also revealed positive changes through observation of learners' behavior. The institute uses the direct method in teaching Arabic without translation. It uses several books, including "Arabic in Your Hands" and the Arabic Language Teaching Series, which focus on the four skills: speaking, reading, listening, and writing. The books taught at the first level consist of six subjects, while at the second level they consist of nine subjects, at the third level they consist of 12 subjects, and at the fourth level they consist of 13 subjects, all of which are taught in Arabic using the direct method (al-ṭarīqah al-mubāsyirah).