Reconstruction of Arabic language education within the framework of the Kurikulum Merdeka: an ontological, epistemological, and axiological analysis

Mahjatin Nabilah Syarofina; Kamal Yusuf; Linura Tuada

doi:10.64014/jik.v23i1.215

Authors

Mahjatin Nabilah Syarofina UIN Sunan Ampel Surabaya
Kamal Yusuf UIN Sunan Ampel Surabaya
Linura Tuada UIN Sunan Ampel Surabaya

DOI:

https://doi.org/10.64014/jik.v23i1.215

Keywords:

Arabic language education, Kurikulum Merdeka, philosophy of education, reconstruction

Abstract

The transformation of Arabic language education within the Kurikulum Merdeka requires a comprehensive philosophical reconstruction to address ontological ambiguity, epistemological gaps, and unclear axiological orientations. This study aims to formulate the ontological foundations of Arabic language education in the Kurikulum Merdeka, develop an epistemological framework aligned with the Merdeka Belajar paradigm, and evaluate the axiological relevance of curriculum implementation to student competency development. This research employs a library-based method with descriptive analysis of policy documents, academic journals, and philosophical literature on Arabic language education. The findings propose a theoretical framework that reconceptualizes Arabic learning as a humanizing process emphasizing competency-based learning, Islamic-oriented constructivism, and character formation through the internalization of Pancasila values. The epistemological framework integrates project-based and problem-based learning with contextual digital resources to promote active knowledge construction. The axiological dimension highlights ethical communication, spiritual intellectualism, and learning oriented toward solving social issues. The reconstructed framework strengthens the teacher’s role as a facilitator of meaning and supports adaptive curriculum design responsive to learner needs. These findings are expected to serve as a theoretical foundation for the development of Arabic language curricula in Indonesia that are relevant, holistic, and sustainable.

Abstrak

Transformasi pendidikan bahasa Arab dalam Kurikulum Merdeka menuntut rekonstruksi filosofis yang komprehensif untuk mengatasi ketidakjelasan tujuan ontologis, dasar epistemologis, dan orientasi aksiologis pembelajaran. Kondisi ini menimbulkan kebutuhan mendesak untuk merekonstruksi kerangka teoretis yang komprehensif. Penelitian ini bertujuan menyusun konsep ontologi pendidikan bahasa Arab dalam Kurikulum Merdeka, merumuskan kerangka epistemologis pembelajaran sesuai paradigma Merdeka Belajar, serta menilai relevansi aksiologis penerapan kurikulum terhadap pengembangan kompetensi murid. Penelitian ini menggunakan metode studi pustaka dengan analisis deskriptif terhadap dokumen kebijakan, jurnal akademik, dan literatur filsafat pendidikan bahasa Arab. Hasil penelitian menunjukkan kerangka teoritis yang menempatkan pembelajaran bahasa Arab sebagai proses humanisasi yang menekankan pembelajaran berbasis kompetensi, konstruktivisme bernuansa islami, dan pembentukan karakter melalui internalisasi nilai profil pelajar Pancasila. Kerangka epistemologis yang dihasilkan mencakup integrasi metode proyek, pembelajaran berbasis masalah, dan pemanfaatan sumber belajar digital yang kontekstual. Dimensi aksiologis ditandai penguatan nilai etika komunikasi, spiritualitas keilmuan, dan orientasi pembelajaran pada pemecahan masalah sosial. Kerangka ini berimplikasi pada penguatan peran guru sebagai fasilitator makna dan desain kurikulum yang adaptif terhadap kebutuhan murid. Temuan penelitian diharapkan mampu menjadi landasan teori dalam pengembangan kurikulum bahasa Arab di Indonesia secara relevan dan berkelanjutan.

Kata Kunci: filsafat pendidikan; Kurikulum Merdeka; pendidikan bahasa Arab; rekonstruksi

References

Afifuddin, A., & Ishak, I. (2023). Landasan filosofis pendidikan Islam: konstruksi tipologis pendidikan Islam di era modern. Al-Musannif, 4(2), 119-134.

Alwanda, M. A., & Saputra, R. (2025). An analysis of educational philosophy and the values of the Pancasila student profile as the foundation of the kurikulum merdeka. Action Research Journal Indonesia (ARJI), 7(4), 3121-3141.

Ariwidodo, E. (2023). An educational philosophy perspective on teaching in contemporary curriculum development. Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan, 11(1), 57-76.

Astri, S. W. (2020). Rekonstruksi konsep pendidikan dalam Islam. Misykat Al-Anwar Jurnal Kajian Islam dan Masyarakat, 3(1), 98-126.

Dewi, A. P., Enjelika, E., & Winarno, A. (2024). Ontologi sains modern: fondasi filsafat di balik pengetahuan ilmiah. Jurnal Bintang Manajemen, 2(4), 122-133.

Edidarmo, T., & Fudhaili, A. (2023). The power of spiritual motivation: a conceptual and theoretical review of Arabic language learning. Arabiyatuna: Jurnal Bahasa Arab, 7(1), 318-319.

Fadilla, P. A., Nasution, N. F., Rahmadi, I., & Siagian, N. N. (2024). Perbandingan pelajaran bahasa Arab antara kurikulum 2013 dengan kurikulum merdeka. Madani: Jurnal Ilmiah Multidisiplin, 1(2), 377-383.

Faiz, A., & Kurniawaty, I. (2020). Konsep merdeka belajar pendidikan Indonesia dalam perspektif filsafat progresivisme. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 12(2), 155-164.

Farhan, A., Nurbayan, Y., & Ali, M. (2025). Kurikulum untuk pembelajaran bahasa Arab di SMA: telaah konseptual dan implementasi. Jurnal Ilmiah Bahasa dan Sastra, 11(2), 79-94.

Fatimah, S. (2020). Merekonstruksi pembelajaran pendidikan agama Islam dan budi pekerti di sekolah negeri studi kasus SMA N 14 Yogyakarta. El-Tarbawi, 11(1), 21-34.

Firnanda, R., & Haningsih, S. (2025). Islamic character building through the kurikulum merdeka and tahfidz at SD IT Darussalam. Curricula: Journal of Curriculum Development, 4(2), 1707-1718.

Fogelberg, K., & Wang, Y. (2024). Educational philosophy and philosophers. Educational Principles and Practice in Veterinary Medicine, 1-33.

Hadi, A., & Hidayat, S. (2024). The politics of Islamic education and the independent curriculum as an effort to integrate Islamic values in the national education system. Islamic Journal of Education, 3(2), 95-111.

Hadi, M. Y. (2022). The foundation of curriculum renewal (reviewing from philosophical, juridic, historical, psychological, social and cultural aspects). Jurnal Pendidikan Indonesia: Teori, Penelitian, dan Inovasi, 2(2). 79-91.

Hasanah, M., Mubaligh, A., Sari, R. R., Syarofah, A., & Prasetyo, A. (2021). Arabic performance curriculum development: reconstruction based on ACTFL and Douglas Brown perspective. Ijaz Arabi Journal of Arabic Learning, 4(3), 779-801.

Hasnah, S., Idhan, M., & Jabir, M. (2024). Contextual teaching strategies in Arabic language education: bridging theory and practice for enhanced learning outcomes. At-Ta’dib, 19(2), 281-290.

Henukh, A., Riandi, R., Setiawan, A., Rochintaniawati, D., Irvani, A. I., & Suba, J. M. (2024). Dynamic evaluation of the merdeka curriculum: unveiling the effectiveness of science lesson planning, implementation and the response of junior high school students. Jurnal Pendidikan Sains Indonesia, 12(3), 683-692.

Horne, J. (2025). On the ontological notion of education. Proceedings ICSIT, International Conference on Society and Information Technologies, Icsit, 131-139.

Jufriadi, A., Huda, C., Aji, S. D., Pratiwi, H. Y., & Ayu, H. D. (2022). Analisis keterampilan abad 21 melalui implementasi kurikulum merdeka belajar kampus merdeka. Jurnal Pendidikan dan Kebudayaan, 7(1), 39-53.

Khotami, A. R., Pandi, S., & Hidayatullah, S. (2024). Implementation of the independent curriculum in Arabic learning: learning strategies. Kitaba: Journal of Interdisciplinary Arabic Learning, 2(2), 136-142.

Kristiani, E., Andrianti, P., Enjelie, E., Norjanah, N., & Bulandari, B. (2023). Komparatif epistemologi-aksiologis kurikulum k13 dengan kurikulum merdeka. Jurnal Pengajaran Sekolah Dasar, 2(1), 76-92.

Kuznetsova, I., Mukhamejanova, G., Tuimebayev, Z., Myrzaliyeva, S., & Aldasheva, K. (2024). Axiological approach as a factor of university curriculum language. XLinguae, 17(2), 268.

Madani, M. M. I., Jumhana, N., & Faroji, A. (2024). A comparative study of the 2013 curriculum and merdeka curriculum in Arabic language learning at madrasah. Loghat Arabi Jurnal Bahasa Arab dan Pendidikan Bahasa Arab, 5(1), 118-134.

Madhakomala, Aisyah, L., Rizqiqa, F. N. R., Putri, F. D., & Nulhaq, S. (2022). Kurikulum merdeka dalam perspektif pemikiran pendidikan paulo freire. At- Ta’lim : Jurnal Pendidikan, 8(2), 162-172.

Masturoh, F., & Mahmudi, I. (2023). The implementasi kurikulum merdeka belajar dalam pembelajaran bahasa Arab. Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 4(2), 207-232.

Nurcholis, A., Harianto, B., & Zain, B. A. (2020). Aksiologi pengembangan kurikulum pembelajaran bahasa Arab di Madrasah Tawangsari Tulungagung. At-Ta’lim, 6(1), 22-24.

Öksüz, B., & Şentürk, Ş. (2021). Teachers’ opinions on the philosophical foundations of the elementary teaching curriculums. Sakarya University Journal of Education, 11(1), 101-120.

Panova, O. B., & Marugina, N. I. (2025). Ontology of the language of education: a philosophical mosaic and the dictate of the time. Concept: Philosophy, Religion, Culture, 9(2), 7-29.

Pipere, A., & Lorenzi, F. (2024). The future of educational research: looking through the lenses of metamodernism. Journal of Teacher Education for Sustainability, 26(2), 6-27.

Prahastina, L., Indriayu, M., & Matsuri, M. (2024). Implementation of the merdeka curriculum and its impact on effective learning achievement in elementary school. Social, Humanities, and Educational Studies (SHES): Conference Series, 7(1), 166.

Putri, R., Gunawan, R. G., Ramadhani, Y. R., Gistituati, N., & Rusdinal, R. (2023). An analysis of educational policies related to the implementation of the merdeka curriculum in madrasah. Jurnal Komunikasi Pendidikan, 7(2), 102-119.

Qomarullah, R., S, L. W., & Suratni, S. (2023). Filsafat kurikulum merdeka dan kemandirian pendidikan. Jurnal Ilmu Pendidikan, 6(2), 103-112.

Rifai, A., Waston, W., Wachidi, W., Ali, M., Taqiyyuddin, Y. M., & Haqiqi, M. A. (2025). A systematic literature review on the integration of epistemological theories in educational management practices. Multicultural Islamic Education Review, 3(1), 93-104.

Ritonga, M., Widodo, H., Munirah, & Nurdianto, T. (2021). Arabic language learning reconstruction as a response to strengthen Al-Islam studies at higher education. International Journal of Evaluation and Research in Education, 10(1), 355-363.

Rohimah, U., Sholikha, I., & Isnainiyah. (2024). The challenges of implementing the merdeka curriculum in Arabic language learning: perspectives from Indonesian lecturers and students. Journal of Arabic Language Learning and Teaching (JALLT), 1(2), 85-92.

Rohimajaya, N. A., Hartono, R., Yuliasri, I., & Fitriati, S. W. (2022). Kurikulum 2013 dan kurikulum merdeka dalam perkembangan bahasa Inggris untuk SMA di era digital: sebuah analisis konten. Prosiding Seminar Nasional Pascasarjana, 825-829.

Vhalery, R., Setyastanto, A. M., & Leksono, A. W. (2022). Kurikulum merdeka belajar kampus merdeka: sebuah kajian literatur. Research and Development Journal of Education, 8(1), 185.

Yuliasari, Dariyadi, M. W., Maziyah, L., & Alfan, M. (2025). Project-based learning for Arabic instruction as an innovation of the Kurikulum Merdeka development. Inovasi Kurikulum, 22(3), 1315-1328.