SYSTEMATIC LITERATURE REVIEW: IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ARABIC LANGUAGE INSTRUCTION
DOI:
https://doi.org/10.21009/ishel.v2i1.73047Keywords:
implementation, merdeka curriculum, arabic, high school, systematic literature reviewAbstract
Each school faces its own challenges in implementing the Merdeka Curriculum in Arabic language instruction. This study aims to identify the implementation process, challenges, and solutions in applying the Merdeka Curriculum to Arabic language instruction. Using a Systematic Literature Review following the PRISMA model, it searched, selected, reduced, and analyzed 27 articles published between 2022 and 2025 from Google Scholar and Garuda.The findings show three main points. First, implementation in Islamic senior high schools (MA) generally follows three systematic stages: planning (developing teaching modules, Learning Outcomes, and Learning Objective Flows/ATP), implementation (student-centered learning, differentiated instruction, and the Pancasila Student Profile Strengthening Project), and evaluation (formative and summative assessments). Project-Based Learning is the most frequently used model. Second, supporting factors include teacher readiness and competence, adequate facilities, madrasah management support, training and workshops, and the use of digital technology. Inhibiting factors include teachers’ limited understanding of the curriculum, difficulty developing new teaching materials, low student interest and motivation, shortages of curriculum-based facilities and textbooks, and time allocation problems. Third, proposed solutions include continuous teacher training and mentoring, stronger Subject Teachers’ Consultative Forums (MGMP), self-developed teaching materials, optimized digital platforms and differentiated instruction, and synergy among government, madrasahs, and teaching communities.
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