EVALUASI PEMBELAJARAN BAHASA ARAB DI MI AL-ITTIFAQIAH INDRALAYA DALAM PERSPEKTIF KURIKULUM MERDEKA

Abstract

The implementation of the Merdeka Curriculum in Islamic elementary schools

presents new challenges and opportunities in Arabic language learning, requiring

comprehensive evaluation to ensure the achievement of established learning

objectives. This study aims to evaluate Arabic language learning at MI Al-Ittifaqiah

Indralaya from the perspective of the Merdeka Curriculum, analyzing planning,

implementation, and assessment aspects, as well as identifying supporting and

hindering factors. This research employs a qualitative approach with descriptive

methods, involving the principal, two Arabic teachers, and six students as key

informants. Data were collected through participant observation, in-depth semistructured interviews, and documentation study of learning materials. Data analysis

used the Miles and Huberman model, including data reduction, data presentation,

and conclusion drawing, with data validity tested through source and technique

triangulation. The findings reveal that learning planning has adopted the Merdeka

Curriculum framework through the development of Learning Outcomes, Learning

Objective Flow, and structured teaching modules, although improvement is still

needed in analyzing students' learning needs. Implementation shows the application

of innovative methods such as communicative, cooperative, and project-based

learning oriented toward student activeness, with differentiated learning conducted

through ability-based grouping. The assessment system has integrated diagnostic,

formative, and summative assessments according to Merdeka Curriculum principles.

Supporting factors include strong principal commitment, adequate technological

infrastructure, and high teacher motivation, while main challenges include limited

teacher capacity in consistently implementing differentiated learning, minimal time

allocation, and lack of standardized comprehensive assessment instruments. The

Merdeka Curriculum demonstrates significant relevance to Arabic language learning

characteristics at the elementary level in accommodating student diversity and

integrating character education through the Pancasila Student Profile