Jurnal Dosen Bahasa Arab 3
EPISTIMOLOGI KURIKULUM BAHASA ARAB DI SEKOLAH
MENENGAH MUTAWASITAH PIRAYA NAWIN KLONGHIN WITTAYA PATANI THAILAND SELATAN
Ahmad Nurcholis, Basmah Salaeh
Institut Agama Islam Negeri Tulungagung, Indonesia
E-mail: cholisahmad87@gmail.com
Abstract
This article aimed to discuss the discourse of learning Arabic, the nature and its benefits that has been obtained from a real phenomenological qualitative research at Piraya Nawin School in Wittaya Thailand. The epistemology of Arabic language curriculum development in Thailand focus on the use of Arabic as a media for both oral and written communication. This curriculum development aims to understand Qur’an, Hadith, and many other religion books written in Arabic. The curriculum development in this school was appropriate with the vision and mission, to build the the good character through Arabic habituation in the school environment. The operational standard for implementing the Arabic curriculum development was determined by the school itself, without any government intervention. For example, memorizing Arabic mufradat. There were some obstacles such as the students who were not interested in memorizing mufradat and less of discipline to go to school. Arabic still does not become an important thing for students as well as its probelmatics that pay little attention to the different aspects of student competence.
Keywords: epistemology, Arabic curriculum development, Thailand
Abstrak
Artikel ini bertujuan mengupas diskursus pembelajaran bahasa Arab, hakikat dan manfaat mempelajarinya yang didapat dari data riil penelitian kualitatif fenomenologis di Sekolah Piraya Nawin klonghin Wittaya Thailand. Epistemologi pengembangan kurikulum bahasa Arab di Thailand bertumpu pada penggunaan bahasa Arab sebagai materi belajar media komunikasi komunikasi lisan maupun tulisan. Pengembangan kurikulum bahasa Arab bertujuan untuk memahami Al-qur an, Hadis, dan buku-buku Agama yang menggunakan bahasa Arab. Pengembangan kurikulum bahasa Arab di Sekolah Piraya Nawin Klonghin Wittaya disesuaikan dengan visi dan misi pembentukkan karakter peserta didik yang berakhlak mulia melalui pembiasaan bahasa Arab di lingkungan sekolah. Standar operasional pelaksanaan pengembangan kurikulum bahasa Arab juga ditentukan sendiri oleh sekolah, tanpa adanya campur tangan pihak pemerintah Thailand, misalnya program hafalan mufradat bahasa Arab. Sedangkan faktor penghambat program ini di antaranya siswa kurangminat dalam menghafal mufradat dan kurang disiplin dalam berangkat sekolah. Bahasa Arab masih dianggap belum penting bagi siswa sebagaimana problematika proses pembelajaran bahasa Arab yang kurang memperhatikan aspek perbedaan kompetensi peserta didik.
Kata Kunci: Epistemologi, Pengembangan kurikulum bahasa Arab, Thailand