The Representation of Communicative Competence in the Arabic Language Learning Outcomes of Indonesia's Merdeka Curriculum
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Abstract
This study aims to analyse the representation of communicative competence in the Arabic Language Learning Outcomes (LO) of the Merdeka Curriculum. The research seeks to ensure a balance between linguistic accuracy and contextual communication skills in the national curriculum. Using a qualitative approach with a directed content analysis, the study adopts the frameworks of Canale and Swain (1980) and Canale (1983), which encompass grammatical, sociolinguistic, discourse, and strategic competences. The corpus comprises the official Arabic Language Law issued through the Decree of the Director General of Islamic Education No. 3302 of 2024. The analysis employed Mayring's (2000) six-step deductive category application, covering the definition of focus, formulation of analytical aspects, category development and revision, full coding with reliability checks, and interpretation of meaning patterns. The findings show that the LO presents a progressive yet uneven development of communicative competence. Grammatical and discourse competences are explicitly structured and systematically developed across all learning phases (A–F), while sociolinguistic and strategic competences remain implicit and underrepresented. In conclusion, the LO still prioritises linguistic accuracy and textual cohesion over adaptive and pragmatic skills required for authentic communication. The study emphasizes the importance of explicitly integrating sociolinguistic and strategic dimensions into curriculum design and teaching practices to enhance learners' ability to communicate effectively, contextually, and meaningfully.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
Sholahudin, S., Idris, I. M. A., & Abdurahman, M. (2025). The Representation of Communicative Competence in the Arabic Language Learning Outcomes of Indonesia’s Merdeka Curriculum. Aphorisme: Journal of Arabic Language, Literature, and Education, 6(2), 51–69. https://doi.org/10.37680/aphorisme.v6i2.8329
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Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
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Jokić, S. V., Pardanjac, M., Tasić, N., Vignjević, K., & Dobardžić, D. (2024). Alignment of Learning Outcomes in the Technique and Technology Curriculum in Serbia with Key Competencies for Lifelong Learning: A Mixed-Method Convergent Design Approach. Sustainability, 16(22), 10150. https://doi.org/10.3390/su162210150
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Khalil, A. A., & Abu-Ayyash, E. A. S. (2023). Lexical Cohesive Devices and English Writing Quality. Journal of Advances In Linguistics, 14, 7–19. https://doi.org/10.24297/jal.v14i.9534
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Krashen, S. D. (1984). Principles and Practice in Second Language Acquisition (Reprinted). Pergamon Press.
Kumpas-Lenk, K., Eisenschmidt, E., & Veispak, A. (2018). Does the Design of Learning Outcomes Matter from Students’ Perspective? Studies in Educational Evaluation, 59, 179–186. https://doi.org/10.1016/j.stueduc.2018.07.008
Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 1, No 2 (2000): Qualitative Methods in Various Disciplines I: Psychology. https://doi.org/10.17169/FQS-1.2.1089
Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 56/M/2022 Tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran (Pedoman Penerapan Kurikulum No. 56/M/2022; p. ind). Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi. https://spada.uns.ac.id/pluginfile.php/763937/mod_resource/content/1/kepmendikbudristek_2022_56%20Pedoman%20Penerapan%20Kurikulum%20Merdeka.pdf
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Mujtaba, S. M., Barrot, J. S., Parkash, R., & Nawaz, M. W. (2023). Combining Sociocognitive-Transformative Approach and Form-focused Instruction: Effects on L2 Learners’ Complexity, Accuracy and Fluency in Writing. 3L The Southeast Asian Journal of English Language Studies, 29(3), 180–194. https://doi.org/10.17576/3L-2023-2903-13
Ogün Çakır. (2025). Evaluation of the Learning Outcomes of the 2024 Life Studies Course Curriculum in the Context of 21st Century Skills. Milli Eğitim Dergisi, 54(246), 837–878. https://doi.org/DOI:%252010.37669/milliegitim.1565831
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Raihani, R., Issabekova, G., Maulana, T., & Abdrakhman, G. (2025). Multicultural Education in Indonesia’s “Merdeka” Curriculum. Journal of Education Culture and Society, 16(1), 413–432. https://doi.org/10.15503/jecs2025.2.413.432
Razikova, D. S. (2025). Literature Review of The Strategic Competence Concept in Teaching English for Specific Purposes. Mental Enlightenment Scientific-Methodological Journal, 6(6), 321–330. https://doi.org/DOI:%2520https://doi.org/10.37547/mesmj-V6-I4-33
Rohman, R., & Wijaya, M. (2023). The Relevance and Application of Structuralist Linguistics in Arabic Language Learning. Jurnal Educatio FKIP UNMA, 9(3), 1554–1561. https://doi.org/10.31949/educatio.v9i3.5877
Woymo, T. H., Bachore, M. M., & Jobo, M. M. (2024). The Effects of Form-Focused Communicative Grammar Instruction on Students’ Speaking Fluency and Their Attitudes Toward Speaking Lessons. Journal of Language Teaching and Research, 15(2), 333–341. https://doi.org/10.17507/jltr.1502.01
Yani, A., Ahmad, S. S. B. H., Abdullah, R. B. H., Shalihah, S., & Thoha, A. M. (2025a). The Effectiveness of The Arabic Language Environment in Enhancing Communicative Competence in Teaching Arabic as a Foreign Language: An Applied Study at The Faculty of Usuluddin, Sultan Sharif Ali Islamic University (Unissa) Brunei Darussalam. European Journal of Literature, Language and Linguistics Studies, 9(2). https://doi.org/10.46827/ejlll.v9i2.633
Yani, A., Ahmad, S. S. B. H., Abdullah, R. B., Shalihah, S., & Thoha, A. M. (2025b). Analyzing the Effectiveness of Learning Motivation in Enhancing Communicative Competence among Learners of Arabic as a Foreign Language in Brunei Darussalam: A Field Study at the Faculty of Usuluddin, Sultan Sharif Ali Islamic University. International Journal of Contemporary Applied Researches, 12(8), 1–10.
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2024). Kajian Akademik Kurikulum Merdeka [Kajian Akademik Kurikulum]. Pusat Kurikulum dan Pembelajaran Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://kurikulum.kemdikbud.go.id/file/1711503412_manage_file.pdf
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2025a). Panduan Mata Pelajaran Bahasa Arab Fase F [Panduan Mata Pelajaran]. Pusat Kurikulum dan Pembelajaran, Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. https://kurikulum.kemdikbud.go.id/file/panduan/dokumen/26.%20Final%20Panduan%20Mata%20Pelajaran%20ARAB_12_Sep_2025_revisi%203.pdf
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2025b). Panduan Mata Pelajaran Bahasa Inggris: Fase B–F dan Fase F Tingkat Lanjut [Panduan mata pelajaran]. Pusat Kurikulum dan Pembelajaran, Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. https://kurikulum.kemdikbud.go.id/file/panduan/dokumen/3.%20Final%20Panduan%20Mata%20Pelajaran%20Bahasa%20Inggris_12_09_2025_Revisi%203.pdf
Bruner, J. S. (1977). The Process of Education. Harvard University Press.
Canale, M. (1983). From Communicative Competence to Communicative Language Pedagogy. In J. C. Richards & R. W. Schmidt (Eds), Language and Communication. Taylor and Francis.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, I(1), 1–47. https://doi.org/10.1093/applin/I.1.1
Direktur Jenderal Pendidikan Islam. (2024). Keputusan Direktur Jenderal Pendidikan Islam Nomor 3302 Tahun 2024 Tentang Capaian Pembelajaran Pendidikan Agama Islam dan Bahasa Arab Kurikulum Merdeka pada Madrasah (Penjelasan Capaian Pembelajaran No. Nomor 3302 Tahun 2024). Direktur Jenderal Pendidikan Islam, Kementerian Agama Republik Indonesia. https://mtsmu2bakid.sch.id/wp-content/uploads/2024/10/krm_Pengantar-SK-Dirjen-Pendis-3302-Th-2024-ttg-CP-PAI-dan-Bhs-Arab.pdf
Faisal, F. (2025). Communicative Competence: Its Implications for English-as-a-Foreign-Language Teachers in Indonesia. Jurnal Varidika, 37(1), 14–29.
Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Hussein, A. A. (2024). The Effectiveness of a Proposed Teaching Model in Light of Pragmatic Linguistics to Develop Communicative Competence in Arabic language and Personalized Learning Among Faculty of Education Students. Journal of Scientific Research in Education, 25(9), 329–427. https://doi.org/10.21608/jsre.2024.317526.1727
Hymes, D. H. (1972). On Communicative Competence. In J. B. Pride & J. Holmes (Eds), Sociolinguistics: Selected Readings (pp. 269–293). Penguin.
Ibrahim, A. Y. (2022). The Role of Sociolinguistic Competence in Developing Second Language Learners’ Proficiency. Asian Journal of Language, Literature and Culture Studies, 5(3), 108–117.
Jokić, S. V., Pardanjac, M., Tasić, N., Vignjević, K., & Dobardžić, D. (2024). Alignment of Learning Outcomes in the Technique and Technology Curriculum in Serbia with Key Competencies for Lifelong Learning: A Mixed-Method Convergent Design Approach. Sustainability, 16(22), 10150. https://doi.org/10.3390/su162210150
Kasap, M. Y., Acar, B., & Kasap, S. (2024). A Qualitative Content Analysis to Investigate 21st Century Skills in Learning Outcomes of High School Biology Course Curriculum. Journal of Educational and Social Research, 14(2), 171. https://doi.org/10.36941/jesr-2024-0034
Kementerian Agama. (2019). Keputusan Menteri Agama Republik Indonesia Nomor 183 Tahun 2019 Tentang Kurikulum Pendidikan Agama Islam dan Bahasa Arab pada Madrasah (Pedoman Penerapan Kurikulum No. 183). Kementerian Agama Republik Indonesia. https://dki.kemenag.go.id/storage/files/KMA%20No.%20450%20Tahun%202024%20-%20Pedoman%20Implementasi%20Kurikulum%20Pada%20Madarsah_ayomadrasah%20(1).pdf
Khalil, A. A., & Abu-Ayyash, E. A. S. (2023). Lexical Cohesive Devices and English Writing Quality. Journal of Advances In Linguistics, 14, 7–19. https://doi.org/10.24297/jal.v14i.9534
Khitam, A. K. (2025). Challenges and Solutions in Teaching Arabic Grammar: Pedagogical and Cultural Perspectives. Jurnal Al-Azhar Indonesia Seri Humaniora, 10(2), 197. https://doi.org/10.36722/sh.v10i2.4298
Krashen, S. D. (1984). Principles and Practice in Second Language Acquisition (Reprinted). Pergamon Press.
Kumpas-Lenk, K., Eisenschmidt, E., & Veispak, A. (2018). Does the Design of Learning Outcomes Matter from Students’ Perspective? Studies in Educational Evaluation, 59, 179–186. https://doi.org/10.1016/j.stueduc.2018.07.008
Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 1, No 2 (2000): Qualitative Methods in Various Disciplines I: Psychology. https://doi.org/10.17169/FQS-1.2.1089
Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 56/M/2022 Tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran (Pedoman Penerapan Kurikulum No. 56/M/2022; p. ind). Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi. https://spada.uns.ac.id/pluginfile.php/763937/mod_resource/content/1/kepmendikbudristek_2022_56%20Pedoman%20Penerapan%20Kurikulum%20Merdeka.pdf
Moore, E. (2020). Competence, Communicative and Linguistic. In J. Stanlaw (Ed.), The International Encyclopedia of Linguistic Anthropology (1st edn, pp. 1–4). Wiley. https://doi.org/10.1002/9781118786093.iela0070
Mujtaba, S. M., Barrot, J. S., Parkash, R., & Nawaz, M. W. (2023). Combining Sociocognitive-Transformative Approach and Form-focused Instruction: Effects on L2 Learners’ Complexity, Accuracy and Fluency in Writing. 3L The Southeast Asian Journal of English Language Studies, 29(3), 180–194. https://doi.org/10.17576/3L-2023-2903-13
Ogün Çakır. (2025). Evaluation of the Learning Outcomes of the 2024 Life Studies Course Curriculum in the Context of 21st Century Skills. Milli Eğitim Dergisi, 54(246), 837–878. https://doi.org/DOI:%252010.37669/milliegitim.1565831
Osmanovic, N. (2024). The Importance of Sociolinguistic Aspects of Teaching the Arabic Language for Non-Native Speakers. Ta‘līmu al-Lughah al-‘Arabiyyah Wa Ta‘allumuhā, Ṭala‘un Naḥwa al-Mustaqbal: Al-Muṭṭalabāt, Wa al-Furaṣ, Wa al-Taḥaddiyāt., 679–687.
Raihani, R., Issabekova, G., Maulana, T., & Abdrakhman, G. (2025). Multicultural Education in Indonesia’s “Merdeka” Curriculum. Journal of Education Culture and Society, 16(1), 413–432. https://doi.org/10.15503/jecs2025.2.413.432
Razikova, D. S. (2025). Literature Review of The Strategic Competence Concept in Teaching English for Specific Purposes. Mental Enlightenment Scientific-Methodological Journal, 6(6), 321–330. https://doi.org/DOI:%2520https://doi.org/10.37547/mesmj-V6-I4-33
Rohman, R., & Wijaya, M. (2023). The Relevance and Application of Structuralist Linguistics in Arabic Language Learning. Jurnal Educatio FKIP UNMA, 9(3), 1554–1561. https://doi.org/10.31949/educatio.v9i3.5877
Woymo, T. H., Bachore, M. M., & Jobo, M. M. (2024). The Effects of Form-Focused Communicative Grammar Instruction on Students’ Speaking Fluency and Their Attitudes Toward Speaking Lessons. Journal of Language Teaching and Research, 15(2), 333–341. https://doi.org/10.17507/jltr.1502.01
Yani, A., Ahmad, S. S. B. H., Abdullah, R. B. H., Shalihah, S., & Thoha, A. M. (2025a). The Effectiveness of The Arabic Language Environment in Enhancing Communicative Competence in Teaching Arabic as a Foreign Language: An Applied Study at The Faculty of Usuluddin, Sultan Sharif Ali Islamic University (Unissa) Brunei Darussalam. European Journal of Literature, Language and Linguistics Studies, 9(2). https://doi.org/10.46827/ejlll.v9i2.633
Yani, A., Ahmad, S. S. B. H., Abdullah, R. B., Shalihah, S., & Thoha, A. M. (2025b). Analyzing the Effectiveness of Learning Motivation in Enhancing Communicative Competence among Learners of Arabic as a Foreign Language in Brunei Darussalam: A Field Study at the Faculty of Usuluddin, Sultan Sharif Ali Islamic University. International Journal of Contemporary Applied Researches, 12(8), 1–10.