REPOSISI PEMBELAJARAN BAHASA ARAB DALAM KURIKULUM 2013: ANALISIS SOSIOLOGIS TERHADAP PRAKTIK SOSIAL DAN KOMPETENSI KOMUNIKATIF

Muhammad Alfath Qaaf; Abdullah Idi; Karoma; Masnun Baiti

doi:10.48094/raudhah.v10i3.1078

Authors

Muhammad Alfath Qaaf Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Abdullah Idi Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Karoma Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Masnun Baiti Universitas Islam Negeri Raden Fatah Palembang, Indonesia

DOI:

https://doi.org/10.48094/raudhah.v10i3.1078

Keywords:

Arabic Language Learning, Sociological Foundation, Curriculum 2013, Islamic Education, Repositioning of Learning, Language Social Practice

Abstract

This research is motivated by the tendency of learning Arabic in the 2013 Curriculum which is still predominantly understood as mastery of linguistic rules and skills, so that it does not place Arabic as a social practice that is intertwined with identity, scientific authority, and communicative-religious needs of students in the context of Islamic education. The purpose of this study is to formulate a sociological foundation as the basis for the repositioning of Arabic language learning in the 2013 Curriculum and to map its implications for competency orientation, pedagogical practice, and learning evaluation. The method used is qualitative research based on literature studies with document analysis of the 2013 Curriculum framework, learning tools, as well as literature on language sociology, sociolinguistics of education, and Islamic education studies. The results of the study show that the repositioning of Arabic language learning needs to shift the focus from a structural-procedural approach to a functional-sociological approach that emphasizes the context of use, negotiation of meaning, literacy of religious texts, and authentic classroom interaction. This research contributes to strengthening the conceptual framework of Arabic language learning as an arena for the production of meaning and identity, as well as providing practical implications for learning planning, interaction strategies, and assessment design to be more contextual, inclusive, and in line with the competency mandate of the 2013 Curriculum.

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