Systematic Review of Innovations in Arabic Language Curriculum Approaches in Madrasahs: Towards Contextual and Sustainable Language Education

Nevy Agustina; Erlina Erlina; Agus Pahrudin

doi:10.31538/alsuna.v8i1.7471

Nevy Agustina Universitas Islam Negeri Raden Intan Lampung
Erlina Erlina Universitas Islam Negeri Raden Intan Lampung
Agus Pahrudin Universitas Islam Negeri Raden Intan Lampung

DOI: https://doi.org/10.31538/alsuna.v8i1.7471

Keywords: Arabic language curriculum, Curriculum innovation, Systematic review, Contextual education, Sustainability

Abstract

Purpose - This study aims to systematically examine innovations in the approach to Arabic language curriculum development in madrasas, with a focus on the relationship between these approaches and the demands of contextual and sustainable 21st century education.

Design/methodology/approach - The research method used is a systematic review by examining 25 scientific articles from 2014 to 2024 published in reputable national and international journals.

Findings/results – The results of the study indicate a shift in the curriculum approach from traditional grammar-based to communicative, thematic-integrative, competency-based approaches, to the use of digital technology and local wisdom.

Originality/value - This study emphasizes the importance of a curriculum approach that is adaptive to local and global dynamics and encourages the integration of cultural, technological, and sustainability values in the Arabic language learning process. The findings not only provide an overview of the conceptual development of the curriculum, but also offer a reference framework for policy makers and education practitioners in designing a more relevant, responsive, and transformative Arabic language curriculum in madrasahs.

Paper type – Research paper

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