Designing the Arabic language teaching curriculum based on the behavioral theory of the primary level at Al-Wildan 2Bekasi School تصميم منهج تعليم اللغة العربية على أساس النظرية السلوكية للمرحلة الابتدائية في مدرسة الولدان 2 ببيكاسي
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Abstract
Arabic holds a special position in Indonesian Islamic primary schools, yet its instruction often lacks a clearly structured curriculum linking objectives, teaching methods, and assessment. This gap is evident at Al-Wildan 2 Islamic School, Bekasi, which faces limited weekly hours, varying student proficiency levels, and the absence of a written curriculum document, despite its mission emphasizing Arabic-based education development. This study aims to design a procedural framework for a behaviorist-based Arabic curriculum for primary-level learners, encompassing objectives, content, activities, and assessment. The research employs a descriptive-analytical method combined with a Research and Development approach, limited to the theoretical and design stages without field trials. The findings present eight sequenced instructional units grounded in stimulus- response, reinforcement, repetition, and immediate feedback principles, featuring measurable behavioral objectives, activities such as modeling, substitution drills, and guided dialogues, along with pre-, formative, and summative assessment tools. The study concludes that the behaviorist approach serves as an effective foundational stage for building initial language habits rather than a final alternative to communicative approaches and recommends teacher training along with subsequent empirical field studies to test its actual impact.
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