@phdthesis{digilib77681,
           month = {June},
           title = {KURIKULUM LEMBAGA PENDIDIKAN BAHASA ARAB NONFORMAL DI INDONESIA PERSPEKTIF IMTA' (AL-ITAR AL-MARJI'IY LI-TA'LIM AL-LUGAH AL-'ARABIYYAH LI AL-NATIQINA BI LUGATIN UKHRA)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 22304022004 Kenyo Mitrajati},
            year = {2026},
            note = {Prof. Dr. H. Tulus Mustofa, Lc., M.A., dan  Dr. Hj. Umi Baroroh, M.Ag.},
        keywords = {Kurikulum Bahasa Arab, Pendidikan Nonformal, IMTA?, Alignment, Adaptasi Kurikulum, KAFI-IMTA},
             url = {https://digilib.uin-suka.ac.id/id/eprint/77681/},
        abstract = {This study examines the Arabic language curriculum in non-formal education institutions in Indonesia using the perspective of IMT{\=A}? (The Reference Framework for Teaching Arabic to Non-Native Speakers). The study focuses on analyzing the structure, orientation, and characteristics of the curriculum in three institutions: Markaz Arabiyah, KUBA, and Al-Ankabut. It also explores the patterns of alignment and misalignment between these curricula and the components of IMT{\=A}?, as well as forms of curriculum adaptation and flexibility within the local context. In addition, the study synthesizes the findings into a conceptual model of an adaptive and flexible curriculum based on IMT{\=A}.
This research uses a qualitative approach with a multi-site case study design. Data were collected through analysis of curriculum documents, in-depth interviews with administrators, teachers, and students, limited classroom observations, and documentation of learning artifacts. The analysis was conducted through document content analysis, thematic coding assisted by NVivo, within-case analysis, and cross-case synthesis. The trustworthiness of the data was ensured through source and method triangulation, thick description, audit trails, reflective memos, and tracing the relationships between codes, categories, themes, and data sources.
The findings of this study reveal four major conclusions. First, the curricula of the three institutions represent a form of curriculum-in-use that develops through institutional ijtih{\=a}d, learners? needs, and institutional orientations. Markaz Arabiyah emphasizes a performative-communicative orientation and academic acceleration, KUBA focuses on digital learning services and practical communication, while Al-Ankabut emphasizes text literacy, practical qaw{\=a}?id (grammar), and mastery of classical Arabic text reading. Second, the alignment with IMT{\=A}? was examined through the relationship between learning objectives, content, instructional strategies, levelization, assessment, and learning outcomes. Markaz Arabiyah and KUBA tend to fall within the spectrum of Mustaw{\=a} al-Kif{\=a}yah with varying levels of depth, whereas Al-Ankabut is closer to the initial Mustaw{\=a} al-Kif{\=a}yah through the strengthening of receptive skills and text literacy. The main misalignment appears in the absence of explicit learning outcomes for each level and the inconsistency between assessment practices and competency descriptors. Third, curriculum adaptation was carried out through the selection of descriptors, prioritization of language skills, adjustment of learning materials, flexibility of services, level management, and modification of assessments according to learners? contexts and institutional capacities. Fourth, the synthesis of the findings produced the KAFI-IMT{\=A}? Model, namely an IMT{\=A}?-Based Adaptive-Flexible Curriculum Model. This model explains that nonformal Arabic language curricula do not operate through the full adoption of global standards, but through a process of dialogue between learners? needs, institutional contexts, and the quality references provided by IMT{\=A}?.
The theoretical contribution of this study lies in the concept of controlled flexibility, namely a form of curriculum flexibility that remains connected to explicit, measurable, and accountable learning outcomes. The theoretical implication of this study emphasizes that the curriculum of nonformal Arabic language education should be understood as a living curriculum, oriented toward learners? needs and operating through negotiation between quality references and contextual demands. In this context, IMT{\=A}? is more productive when positioned as a reference framework for learning outcomes rather than as an instrument of standardization.}
}