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KEBERURUTAN MATERI AJAR BUKU PELAJARAN BAHASA ARAB SEKOLAH MENENGAH DI INDONESIA DAN MALAYSIA (PENDEKATAN FILSAFAT, KEBUDAYAAN, DAN KEBIJAKAN)
The sequence of Arabic teaching materials which comprise three elements (i.e. philosophy, culture, and policy) is a new alternative when preparing macro and micro Arabic curriculum. The less-optimal of the three elements appearing in Arabic textbooks published by the Ministry of Religious Affairs of the Republic of Indonesia and in Al Lugah Al ‘Arabiyyah by the Malaysian Ministry of Education has triggered the scholar’s concern. This research aims to uncover the sequence reality of philosophy, cultural approach, and policy approach within the books of the two Ministries. The results show the following. 1) The sequence reality appearing in the books by the Indonesian Ministry of Religious Affairs is relevant to the sequence in the sense that one object comes after another; however the three elements simultaneously appear in repetition in Al-Lugah Al-‘Arabiyyah. 2) Philosophically, most sequences of the teaching material in both books seem relevant, except that the Islam literature which is presented at the end and the theme repetitiousness seem not-sequential and overlapping. 3) From the cultural approach, the Arabic book by the Indonesian ministry shows: a. gradual distancing from closer to students to farther both physically and culturally, b. good theme sequence (the latter theme discusses some points appearing previously), and c. time chronology (according to Islamic holidays). Al-Lugah Al-‘Arabiyyah, on the other hand, is arranged by language acquisition series (iktisāb al-Lugah) and is begun from what closest to students and what they understand the best to things farther and less-familiar (aina a’lam ‘inda aṭ-ṭullāb). It also presents an item-continuity pattern. 4) The policy approach refers to Decree of Minister of Religions the Republic of Indonesia no. 183 of 2019 and the Indonesian National Qualification Framework on the sequence aspects of competence and communication function, and the sequence of level 1 KKNI which is regarded relevant. Al-Lugah Al-‘Arabiyyah is also relevant as referred to Malaysian Qualification Framework (MQF) and the Standard Document of Teaching Curriculum (DSKP) of Malaysian Ministry of Education on the aspects of acquired mahārah sequence, theme and principle, qawālīb al-jumlah, Common European Frame of Reference (CEFR) level, and MQF level 1 aptness. In regard to reality, philosophy, culture, and policy, each book has its typical ways to suit the state’s general learning objectives, culture, and local policy. The implication of this study is the theory of Integrative Sequence, a new alternative to curriculum development that tries to integrate philosophy, culture, and policy into a sequence applicable to any given aspect.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
KEBERURUTAN MATERI AJAR BUKU PELAJARAN BAHASA ARAB SEKOLAH MENENGAH DI INDONESIA DAN MALAYSIA (PENDEKATAN FILSAFAT, KEBUDAYAAN, DAN KEBIJAKAN) (Text)
KEBERURUTAN MATERI AJAR BUKU PELAJARAN BAHASA ARAB SEKOLAH MENENGAH DI INDONESIA DAN MALAYSIA (PENDEKATAN FILSAFAT, KEBUDAYAAN, DAN KEBIJAKAN) (Other)
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