Integrating Ideological, Philosophical, and Sociological Foundations in Arabic Language Curriculum Development: A Case Study at an Islamic Junior High School
Keywords:
Arabic Language Curriculum, Curriculum Development, Educational Foundations, Integration Curriculum, Madrasah TsanawiyahAbstract
Purpose of the study: This study analyses how ideological, philosophical, and sociological foundations are integrated in developing the Arabic language curriculum at MTs Muhammadiyah Tanjungsari, and how that integration shapes the curriculum's objectives, materials, and learning processes and its relevance to students and society. Methodology: A qualitative single-case study was conducted at one madrasah. Data were drawn from eight purposively selected informants, classroom observations, and curriculum documents, using an interview guide, an observation protocol, and a document checklist. Data were analyzed with the Miles and Huberman interactive model (condensation, display, conclusion), with trustworthiness supported by triangulation, member checking, an audit trail, and reflexivity. Main Findings: The curriculum rests on three interlocking foundations: an ideological foundation (religious, national, and national-education values) that sets direction; a philosophical foundation (Islamic, progressivist, and constructivist) that shapes objectives, materials, and a student-centred process; and a sociological foundation that keeps the curriculum relevant to learners and society. Their integration is summarized in a proposed conceptual model linking the three foundations to curriculum components. Novelty/Originality of this study: Whereas prior studies examine these foundations separately, this study treats them as one integrated framework and offers a conceptual model of their interaction in Arabic curriculum development at the Madrasah Tsanawiyah level, providing curriculum developers and teachers with a practical lens for designing a relevant, value-based, and competence-oriented Arabic curriculum.
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