An Arabic Language Learning Curriculum Development Model Based on Pikir And Zikir at the Islamic University of Aceh
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10631Keywords:
Arabic Curriculum, Pikir and Zikir, Curriculum Integration, Mixed Methods, Islamic Higher EducationAbstract
This study aims to develop an Arabic language curriculum model based on pikir and zikir at Universitas Islam Aceh. The study uses a Research and Development (R&D) approach employing the Plomp educational design research model, operationalized through preliminary research, design, realization, testing, and evaluation, and revision. The preliminary stage involved seven Arabic language lecturers and curriculum administrators selected purposively, while the limited trial involved 50 undergraduate students, comprising 25 students in an experimental class and 25 students in a control class. Qualitative evidence was obtained through interviews, curriculum-document analysis, and classroom observation; quantitative evidence was obtained through Arabic proficiency tests. Qualitative data were analyzed through coding, categorization, thematic analysis, and interpretation, while quantitative data were analyzed using descriptive statistics, normality and homogeneity tests, an independent-samples t-test, and Cohen's d. The pilot results showed a higher post-test mean in the experimental class (84.16) than in the control class (75.08), with t(48)=3.91, p<.001, and Cohen's d=1.10. The exploratory findings identified four development needs: integration of competencies, strengthening of thinking skills, internalization of spiritual values, and integrative assessment. The resulting PZ-ARABIC Curriculum Model contains six components: philosophical foundations, learning outcomes, content structure, instructional strategies, learning experiences, and integrative assessment. The contribution of the model is to position pikir and zikir as organizing principles of curriculum development rather than as additional values attached only to learning materials. The novelty of the model lies in positioning pikir and zikir as organizing principles of the curriculum rather than merely additional values embedded in instructional materials. The model provides an alternative framework for developing Arabic curricula that are integrative, communicative, critical, reflective, and spiritually oriented.
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