Merdeka Curriculum Innovation for Arabic Learning in 5.0 Era

  • Renni Hasibuan UIN Maulana Malik Ibrahim Malang
  • Ira Safira Haerullah UIN Maulana Malik Ibrahim Malang
  • Laily Fitriani UIN Maulana Malik Ibrahim Malang


This article aims to describe Merdeka Curriculum innovation for Arabic learning through 3 aspects: concept, urgency, and innovation. This study uses a qualitative approach with descriptive methods, namely library research. As for data collection techniques through observation and study of documents related to the themes raised in writing this article. Then, the process of data analysis was done through 3 stages, collecting data, data presentation and reduction, and drawing conclusions. The results are: 1) the concept of Merdeka Curriculum is centered on several things including freedom of learning, emphasizing learning outcomes, student-centered, use of technology and media, and collaboration; 2) the urgency of Merdeka Curriculum lies in the importance of producing independent, creative, and adaptive individuals to face the challenges of a rapidly changing future; 3) Merdeka Curriculum innovation in Arabic learning is to create student learning experiences in a different atmosphere, not burdening teachers regarding administration preparation, utilization of various technologies, application of various active learning models such as active debate, brainstorming, reading guides, group resumes, random text, charade lessons, jigsaw, study gallery and more.

How to Cite
HASIBUAN, Renni; HAERULLAH, Ira Safira; FITRIANI, Laily. Merdeka Curriculum Innovation for Arabic Learning in 5.0 Era. International Conference on Law, Technology, Spirituality and Society (ICOLESS), [S.l.], v. 3, p. 402-410, dec. 2023. ISSN 2828-111X. Available at: <>. Date accessed: 05 mar. 2024.