Implementasi KMA 183 Dalam Kurikulum Bahasa Arab Di Madrasah Aliyah Al Amiriyyah Berbasis Pesantren Blokagung Banyuwangi

Abstract

Learning  Arabic  at  Madrasah  Aliyah  has  so  far  emphasized  mastery  of  maharah, namely maharah istima', kalam, qir?'ah and kit?bah. This aims to encourage, guide, develop and nurture abilities as well as foster a positive attitude towards the Arabic language, both receptive and productive. Receptive ability is the ability to understand other people's speech and comprehend reading. The aim of this research is to describe the  implementation  of  the  2019  KMA  183  Arabic  language  curriculum.  And  the research method used in this research is descriptive qualitative, by extracting data using  observation,  interviews  and  documentation,  while  the  analysis  uses  data reduction, data presentation and drawing conclusions. The results of the research are (1) The curriculum used at Madrasah Aliyah Amiriyyah in Arabic subjects for the 2022/2023  academic year  is  the KMA  2019  curriculum  which is  oriented towards character education with reference to KI 1 and KI 2. As for character education at Madrasah Aliyah al Amiriyyah Blokagung Banyuwangi has three aspects, such as religiosity,  monotheism,  concern  and  nationalism.  These  three  aspects  are  formed during the process of learning Arabic in class. (2) The supporting factor for learning Arabic at Madrasah Aliyah Al Amiriyyah is the large number of educational units and language institutions that use the madrasa as a place for research and collaborate with madrasas. And the inhibiting factor is that students think that Arabic is not an important material in madrasas. Students also feel bored because they often study Arabic at Islamic boarding schools every day. Apart from that, the obstacles felt by teachers are the limited time given and the lack of freedom in using developing Arabic language learning technology.