Arabic Education in Indonesia: Curriculum Reorientation towards Global Citizenship
DOI:
https://doi.org/10.29407/raj0wp26Abstract
This study analyzes the reform of Arabic language education in Indonesia through a global citizenship education (GCE) framework. It examines the shift from traditional structural grammar (naḥw and ṣarf) toward modern communicative paradigms. Through a policy analysis of KMA 183 of 2019 and KMA 347 of 2022, alongside the Merdeka Curriculum (Kurikulum Merdeka), the research identifies critical structural gaps, particularly the neglect of sociolinguistic and strategic competences. Additionally, content analysis of Ministry of Religious Affairs (MoRA) textbooks reveals a systemic imbalance that favors passive civic compliance over active, rights-conscious global citizenship. To address these structural issues, this paper discusses curricular innovations including ethno-edutainment, STEM-Arabic integration, and the localization of global values inside pesantren spaces using terms like tawassuth and tasamuh. Higher education practices from institutions like UIN Malang and IAIN Kudus are analyzed as communicative laboratories. Ultimately, this study offers concrete policy recommendations to establish an equitable, globally aligned, and highly functional Arabic language education ecosystem across both urban and rural Indonesian madrasahs
Keywords:
Arabic pedagogy, global citizenship, curriculum, communicative competence, religious moderationDownloads
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