Pengembangan Kurikulum Bahasa Arab Berbasis Multiple Intelligences di Markaz Arabiyah Pare
Keywords:
Multiple Intelligences, Kurikulum Bahasa Arab, Markaz Arabiyah, Pengembangan Kurikulum, Pembelajaran Diferensasi
Abstract
Penelitian ini bertujuan mengembangkan dan mengevaluasi efektivitas kurikulum bahasa Arab berbasis Multiple Intelligences di Markaz Arabiyah. Teori Howard Gardner yang mengemukakan delapan jenis kecerdasan dijadikan dasar pendekatan untuk mengakomodasi keragaman peserta didik. Penelitian menggunakan metode R\&D model ADDIE yang dilaksanakan selama satu tahun akademik, melibatkan 120 peserta didik dan 15 pengajar melalui purposive sampling. Data dikumpulkan melalui kuesioner, wawancara, observasi, dan tes, lalu dianalisis secara mixed-method. Hasil menunjukkan peningkatan signifikan kemampuan bahasa Arab sebesar 27,8% pada aspek menyimak, berbicara, membaca, dan menulis. Selain itu, motivasi belajar meningkat pada 85,3% peserta dan partisipasi aktif naik 43,6%. Aktivitas berbasis kecerdasan linguistik, visual-spasial, musikal, dan interpersonal memberikan kontribusi terbesar. Penelitian ini menegaskan pentingnya reorientasi kurikulum bahasa Arab dengan pendekatan Multiple Intelligences untuk mengoptimalkan pembelajaran.
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References
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Akla, Kesuma, T. A. R. P., Ikashaum, F., & Novelia, S. (2023). Emotional Intelligence, Learning Behavior, and the Relationship with Arabic Learning Outcomes of Madrasah Students in Sumatra, Indonesia. Eurasian Journal of Educational Research, 2023(103), 145–172.
Al-Qatawneh, S. S., Alsalhi, N. R., Eltahir, Mohd. E., & Siddig, O. A. (2021). The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers’ awareness of them in Jordanian schools. Heliyon, 7(5). https://doi.org/10.1016/j.heliyon.2021.e07004
Asbarin, A., & Amalia, N. N. (2022). Tantangan dan Problematika Pembelajaran Bahasa Arab pada Santri MTs Al-Irsyad Tengaran 7 Kota Batu. AL-WARAQAH Jurnal Pendidikan Bahasa Arab, 3(2), 19–28. https://doi.org/10.30863/awrq.v3i2.3033
Bakić-Mirić, N. (2010). Implementation of multiple intelligences theory in the english language course syllabus at the University of Niš Medical School. Srpski Arhiv za Celokupno Lekarstvo, 138(1–2), 105–110.
Baş, G., & Beyhan, Ö. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards english lesson. International Electronic Journal of Elementary Education, 2(3), 365–385.
Boonkongsaen, N., Nakaved, P., & Pranarach, M. (2020). The Link between Thai EFL Students’ Multiple Intelligences and Use of Vocabulary Learning Strategies. Journal of Studies in the English Language, 15(2), 130–153.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Djuaeni, M. N., & Usman, A. (2021). Al-lughah al-’arabiyah fi al-ma’ahid al-islamiyah bi indunisiya: Mushkilatuha wa turuq halliha. Studia Islamika, 28(2), 413–455. https://doi.org/10.36712/sdi.v28i2.21936
Emmiyati, N., Rasyid, M. A., Asfah Rahman, M., Arsyad, A., & Dirawan, G. D. (2014). Multiple intelligences profiles of junior secondary school students in Indonesia. International Education Studies, 7(11), 103–110. https://doi.org/10.5539/ies.v7n11p103
Giovanni, N., Pangaribuan, M. M. O., & Candra, D. (2024). Designing an Integrated Learning Action Plan to Build Strategic Learning Environments. International Journal of Pedagogy and Teacher Education, 8(2), 296. https://doi.org/10.20961/ijpte.v8i2.93624
Hardiyanti, P., Enramika, T., & Al Mubarokah, Z. (2025). PENDEKATAN KOMUNIKATIF DALAM PENGAJARAN BAHASA ARAB. Al-TARQIYAH: Jurnal Pendidikan Bahasa Arab, 7(1), 15–29. https://doi.org/10.30631/altarqiyah.v7i1.69
Jing, J. (2013). Teaching english reading through MI theory in primary schools. English Language Teaching, 6(1), 132–140. https://doi.org/10.5539/elt.v6n1p132
Klein, P. D. (2003). Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to “learning styles” and “multiple intelligences.” Journal of Curriculum Studies, 35(1), 45–81. https://doi.org/10.1080/00220270210141891
Laili, M., Syihabuddin, S., & Ali, M. (2022). The implementation of the independent learning policy in Arabic learning in the digital era. AIP Conference Proceedings, 2573. https://doi.org/10.1063/5.0104149
McKenzie, W. (1999). Multiple intelligences survey.
Muradi, A. (2014). PENDEKATAN KOMUNIKATIF DALAM PEMBELAJARAN BAHASA ARAB. ARABIYAT: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 1(1). https://doi.org/10.15408/a.v1i1.1129
Nasir, M., Rijal, M. K., Kahar, S. K., Rahman, F., & Komariah, A. (2024). University Leaders’ Views on Independent Campus Curriculum as Educational Reforms in Indonesian Islamic Universities. IAFOR Journal of Education, 12(3), 147–172. https://doi.org/10.22492/IJE.12.3.07
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Ritonga, M., Asrina, Widayanti, R., Alrasi, F., Julhadi, & Halim, S. (2020). Analysis of Arabic Language Learning at Higher Education Institutions with Multi-Religion Students. Universal Journal of Educational Research, 8(9), 4333–4339. https://doi.org/10.13189/ujer.2020.080960
Silviyanti, T. M., Yusuf, Y. Q., Samad, I. A., & Mukminin, A. (2024). The implementation of English and Arabic practices at an Islamic bilingual boarding school. Cakrawala Pendidikan, 43(3), 630–644. https://doi.org/10.21831/cp.v43i3.72204
Supardi, S., Sulaiman, S., Nurdin, A., Agustiyanto, A., & Martina, M. (2024). Exploring Curriculum Ideology and Religion in Arabic Language Teaching: A Case Study. International Journal of Society, Culture and Language, 12(3), 151–165. https://doi.org/10.22034/ijscl.2024.2025160.3425
Sutiyo, M. H. (2024). Peran Kompetensi Bahasa Arab Dalam Meningkatkan Pemahaman Mendalam Santri Terhadap Al-Qur’an dan Hadits. Akademika: Jurnal Manajemen Pendidikan Islam, 6(2), 280–295. https://doi.org/10.51339/akademika.v6i2.3088
Wahyudin, C., Fauziah, R. S. P., Apriliani, A., Ramdani, F. T., Purnamasari, I., Multipurnomo, A., Andani, H., Murni, E. S., & Pangestu, B. S. A. (2024). DYNAMICS OF MADRASAH ALIYAH IN INDONESIA: INSIGHTS FROM SCHOOLS, EDUCATORS, AND STUDENT. Jurnal Pendidikan Islam, 10(2), 248–259. https://doi.org/10.15575/jpi.v10i2.39153
Zuhriyah, N., Muhaimin, M. Z., & Rozani Al-Am, M. (2024). Implementasi Kurikulum Merdeka Belajar Kampus Merdeka pada Program Studi Pendidikan Bahasa Arab. Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam, 7(2), 536–547. https://doi.org/10.58401/dirasah.v7i2.1367
Zurqoni, Retnawati, H., Rahmatullah, S., Djidu, H., & Apino, E. (2020). Has arabic language learning been successfully implemented? International Journal of Instruction, 13(4), 715–730. https://doi.org/10.29333/iji.2020.13444a
Published
2025-07-08
How to Cite
Salma, R. F., & Syarofit, M. K. (2025). Pengembangan Kurikulum Bahasa Arab Berbasis Multiple Intelligences di Markaz Arabiyah Pare. AL-MUARRIB JOURNAL OF ARABIC EDUCATION, 5(1), 43-56. https://doi.org/10.32923/al-muarrib.v5i1.5422
Section
Articles
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