Implementation of the Independent Curriculum in the Arabic Language Learning Process

Abstract

This study examines the implementation of the Independent Curriculum in Arabic language learning at MTs NU Pakis Malang. Using an interpretive paradigm, the research adopts a qualitative approach with a case study method. Data were collected through observations, interviews, and documentation from the principal, vice principal, and Arabic teachers for grades 7 and 8. The findings indicate that the Independent Curriculum has allowed teachers to adjust materials and teaching strategies according to student needs, fostering a flexible, engaging, and student-centered learning environment. Students are encouraged to be more independent and motivated in their learning. However, challenges were identified, such as variations in student motivation, the need for additional teacher training, and adapting to the block system. Despite these challenges, the curriculum has contributed positively to enhancing student engagement and Arabic language learning outcomes at the school.