KAJIAN LITERATUR MODEL PENGEMBANGAN KURIKULUM BAHASA ARAB DALAM PERSPEKTIF KLASIK DAN KONTEMPORER

Abstrak

: Penelitian ini bertujuan untuk mengkaji dan menganalisis model pengembangan kurikulum Bahasa Arab dalam perspektif klasik dan kontemporer melalui pendekatan kajian literatur (literature review). Kajian ini menelusuri literatur primer berupa kitab klasik serta literatur sekunder seperti buku dan artikel jurnal akademik yang membahas desain kurikulum Bahasa Arab di era modern. Hasil penelitian menunjukkan bahwa model klasik berfokus pada penguasaan tata bahasa (nahwu–ṣarf), hafalan teks, serta pendalaman literatur keagamaan sebagai upaya pelestarian tradisi keilmuan Islam. Namun, pendekatan ini kurang memperhatikan aspek komunikatif dan keterampilan praktis. Sebaliknya, model kontemporer menekankan pada capaian pembelajaran (learning outcomes) dan kompetensi abad ke-21 melalui penerapan pendekatan Outcome-Based Education (OBE), teknologi digital, serta metode komunikatif. Integrasi kedua model tersebut menghasilkan desain kurikulum yang holistik—berakar pada nilai-nilai tradisional tetapi adaptif terhadap perkembangan global dan kebutuhan dunia kerja. Dengan demikian, pengembangan kurikulum Bahasa Arab idealnya diarahkan pada keseimbangan antara landasan klasik dan inovasi kontemporer guna melahirkan lulusan yang religius, kompeten, kreatif, dan relevan dengan tuntutan zaman.

This study aims to examine and analyze models of Arabic language curriculum development from classical and contemporary perspectives through a literature review approach. The research explores primary sources such as classical Islamic texts and secondary literature including books and academic journal articles discussing Arabic curriculum design in the modern era. The findings reveal that the classical model emphasizes mastery of grammar (nahwu–ṣarf), text memorization, and deep understanding of religious literature as a means to preserve the Islamic scholarly tradition. However, this approach tends to overlook communicative and practical skills. In contrast, the contemporary model focuses on learning outcomes and 21st-century competencies through the application of Outcome-Based Education (OBE), digital technology integration, and communicative methodologies. The integration of both models produces a holistic curriculum design—rooted in traditional values yet adaptive to global developments and the demands of the modern workforce. Therefore, the ideal direction of Arabic curriculum development should balance classical foundations with contemporary innovations to produce graduates who are religiously grounded, competent, creative, and relevant to the needs of the present era.