Analisis Penerapan Kurikulum Merdeka Berbasis Direct Method Dalam Pembelajaran Bahasa Arab di SMP IT Al-Misbah Riau

Muhammad Rifaldi; Hendra Gunawan; Wahyuni Wahyuni

doi:10.47435/naskhi.v8i1.4523

Muhammad Rifaldi Universitas Islam Negeri Sultan Syarif Kasim Riau
Hendra Gunawan Universitas Islam Negeri Sultan Syarif Kasim Riau
Wahyuni Wahyuni Universitas Islam Negeri Sultan Syarif Kasim Riau

DOI: https://doi.org/10.47435/naskhi.v8i1.4523

Keywords: Direct Method, independent curriculum, arabic language learning, communicative competence

Abstract

This study aims to analyze the application of the Independent Curriculum based on direct method in Arabic language learning at SMPIT Al Misbah Riau. The Merdeka Curriculum emphasizes student-centered learning, flexibility, and strengthening communicative competence, which is in line with the principle of direct method that prioritizes the use of target languages directly without the intermediary of mother tongue. The research method used is a qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The research subjects include Arabic teachers and students. Data analysis is carried out through data reduction, data presentation, and conclusion drawn. The results of the study show that the application of the direct method within the framework of the Independent Curriculum is able to improve students' speaking skills (maharah kalam) and students' understanding of Arabic vocabulary and structure contextually. Teachers act as facilitators who actively create an Arabic-speaking environment in the classroom through the use of media, dialogue, and hands-on practice. However, there are several obstacles, such as the limitations of students' initial abilities, the lack of a supportive environment outside the classroom, and the need for continuous teacher training. Thus, the implementation of the Independent Curriculum based on the direct method is considered effective in improving the communicative competence of the Arabic language, although it requires the support of facilities, the environment, and the improvement of the quality of educator resources so that learning outcomes are more optimal.

References

Achmad et al. (2022). Penilaian Autentik pada Kurikulum Merdeka Belajar dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 4. https://doi.org/10.31004/edukatif.v4i4.3280

Akhmad Soebarna, Silvy Juditya, G. G. (2013). PENILAIAN AUTENTIK (AUTHENTIC ASSESMENT) DALAM PEMBELAJARAN PENJAS. 103–116.

Hasibuan, et al. (2002). Telaah Kurikulum Dari Masa Ke Masa: Studi Evaluasi. Jurnal Pendidikan Dan Konseling (JPDK), 5, 313–319. https://doi.org/https://doi.org/10.31004/jpdk.v5i3.15613

Hidayani, M. (2017). Model Pengembangan Kurikulum. At-Ta’lim,. 16.

Kaukab, M. E. (2021). Penilaian Autentik Dalam Pembelajaran Bahasa Arab. NIVEDANA. Jurnal Komunikasi Dan Bahasa, 60. https://doi.org/10.53565/nivedana.v2i1.282

Moh. Elman, M. (2020). TELAAH KURIKULUM PENDIDIKAN AGAMA ISLAM DI SEKOLAH DAN MADRASAH Moh. Elman 1) , Mahrus 2) 1). Akademika: Jurnal Manajemen Pendidikan Islam, 2, 117–130.

Nurman, M. (2017). Implementasi Authentic Assessment Dalam Pembelajaran Bahasa Arab Pada Madrasah Aliyah Swasta di Kecamatan Selong Kabupaten Lombok Timur (Studi Kasus di Ma Mu’alimin NW Pancor). El-Tsaqafah: Jurnal Jurusan PBA, 16(2), 140–156.

Putra, P., & Idawati, I. (2017). Telaah Kurikulum dalam Mata Pelajaran Al-Qur’an Hadist di Madrasah Ibtidaiyah. JIP Jurnal Ilmiah PGMI, 3, 108–119.

Sagala, H. S. (2008). Silabus Sebagai Landasan Pelaksanaan Dan Pengembangan Pembelajaran Bagi Guru Yang Profesional. Jurnal Tabularasa Pps Unimed, 5, 11–22.

Dakhalan, A. M., & Tanucan, J. C. M. (2024). The Direct Method in Language Teaching: A Literature Review of Its Effectiveness. Lingeduca Journal, 3(2), 130–143.

Vireak, K., & Bunrosy, L. (2024). Exploring Language Teaching Methods. IJASSE, 2(2), 151–168.

Imamah, I., & Suryani, D. (2025). AI-assisted language learning and Krashen theory. JEMIN, 5(2), 422–436.

Frontiers in Education. (2025). Testing Krashen’s Input Hypothesis with AI.

Suryadi, D., et al. (2022). Implementation of Merdeka Curriculum. Jurnal Pendidikan Indonesia.

Indriyani, R., et al. (2023). Kurikulum Merdeka and student engagement. Jurnal Pendidikan Nasional.

Rahman, A. (2021). Communicative approach in Arabic learning. Journal of Arabic Education.

Zainuddin, M. (2020). Direct Method effectiveness in language teaching. International Journal of Language Teaching.

Mudinillah, A., et al. (2024). Project-based learning and 21st century skills. Qubahan Academic Journal, 4(2).

Richards, J. C., & Rodgers, T. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.

Sugiyono. (2020). Metode Penelitian Kualitatif, Kuantitatif, dan R&D. Bandung: Alfabeta.

Moleong, L. J. (2018). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: Sage Publications.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. California: Sage Publications.