Development of Arabic Language Curriculum from a Sociological, Technological, Psychological and Pedagogical Perspective (Theory and Implementation)

Abstrak

The development of the Arabic language curriculum in Indonesia has become an urgent necessity in response to increasing societal demands for foreign language learning that is relevant, competency-based, and responsive to global dynamics. Sociocultural challenges—such as the absence of a supportive linguistic environment (bi’ah lughawiyah) and limited policy support for Arabic language education—further reinforce the urgency of this study. Amid rapid technological advancement and shifting learner characteristics, the Arabic language curriculum is required to be more adaptive, applicable, and aligned with the learning needs of the twenty-first century.

This study aims to analyse the development of the Arabic language curriculum from sociological, technological, psychological, philosophical, and pedagogical perspectives. The analysis seeks to identify how these five foundations can complement one another in creating a comprehensive curriculum that addresses contemporary educational needs.

The research employs a qualitative approach using library research methods, examining books, journals, educational policy documents, and relevant previous studies. Data were analysed through content analysis to identify patterns, meanings, and theoretical relationships within the context of Arabic language education.

The findings reveal that the teaching of Arabic in Indonesia continues to face challenges in terms of sociocultural support, technological readiness, teacher competence, and the effective application of psychological learning approaches. Nevertheless, significant opportunities exist through the integration of technology, the improvement of teaching methodologies, and the strengthening of value-based educational foundations.

This study concludes that the development of the Arabic language curriculum must be pursued holistically and collaboratively. The balanced integration of the five curriculum foundations is expected to produce a more relevant, engaging, and effective curriculum for enhancing Arabic language competence in Indonesia.