Reforming Arabic Education in Indonesian Madrasahs: A Comparative Review of KMA Decrees No. 183/2019 and No. 347/2022

Ilyas Rifa'i, Hasan Saefuloh, Fany Farkhatun Nisa

Abstract


This study aims to identify key differences and evaluate the implications of Arabic language curriculum reform in Indonesian madrasahs by comparing two major regulations: KMA No. 183/2019 and KMA No. 347/2022. Employing a qualitative content analysis approach, the research draws primarily on official curriculum documents and supporting policy texts. The findings reveal a paradigm shift from a standardized and prescriptive model under KMA 183/2019—characterized by detailed objectives, content, methodology, and assessment—towards a more flexible, context-sensitive framework introduced in KMA 347/2022, which emphasizes curricular autonomy and localized adaptation in line with the Merdeka Curriculum. While the former simplifies implementation through clear guidance, it limits teacher agency. In contrast, the latter fosters innovation but demands higher pedagogical competence. Key differences identified include a more flexible curriculum structure, increased teacher autonomy, differentiated instruction, and localized content adaptation. This study contributes to the discourse on Arabic education reform by offering critical insights into the challenges and potentials of decentralizing curriculum design. Future research should investigate the practical impact of this shift across various educational levels and regions, focusing on teacher preparedness, infrastructure support, and student learning outcomes to guide more context-responsive curriculum development.

Keywords


Arabic language curriculum; Curriculum reform; Madrasah education; KMA 183/2019; KMA 347/2022

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References


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DOI: https://doi.org/10.17509/alsuniyat.v8i1.82533

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