تحليل استراتيجيات تعليم اللغة العربية وطرقه في ضوء المنهج المستقل بمدرسة لقمان الحكيم

Abstract

This study analyzes the strategies and methods used to teach Arabic in light of the implementation of the Merdeka Curriculum (Kurikulum Merdeka) in Grade VIII at SMP IT Luqmanul Hakim, Sei Mencirim, and examines how the teacher adapts them to students' characteristics and needs. The study starts from the premise that the flexibility of the Merdeka Curriculum gives teachers considerable room for innovation, yet research on how Arabic teachers make use of this flexibility remains limited. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation in two female classes between November 2025 and May 2026, analyzed with the Miles and Huberman model, and validated through source and technique triangulation. The findings show that the teacher applies three strategies, namely cooperative learning, active learning, and a communicative strategy, and uses an eclectic method that combines lecturing, question-and-answer, discussion, reading and translation, and role play. The teacher also adapts her teaching by considering learning styles, using varied media, applying differentiated learning, and forming heterogeneous groups that support peer teaching. These practices, however, align only partially with the principles of the Merdeka Curriculum: instruction remains closely tied to the textbook Duruus al-Lughah, project-based learning has not yet been implemented, and student participation is uneven. The study concludes that strengthening alignment with the curriculum requires more varied learning media and language projects connected to students' real lives.