Teacher Perceptions of Merdeka Curriculum in Arabic Lan-guage Learning at MTsN 1 Medan

Abstract

This study investigates teacher perceptions of the Merdeka Curriculum implementation in Arabic language learning at MTsN 1 Medan, North Sumatra. The Merdeka Curriculum represents a significant paradigm shift in Indonesian education, emphasizing student-centered learning, flexibility, and competency development. This research examines how Arabic language teachers perceive and experience this curricular transformation within the madrasah context, where Arabic holds particular cultural and religious significance. Employing a qualitative phenomenological approach, data were collected through in-depth interviews with twelve Arabic teachers, classroom observations, and document analysis. Findings reveal that teachers hold complex, multifaceted perceptions encompassing both optimism about pedagogical innovation and concerns about implementation challenges. Teachers appreciate the curriculum's emphasis on authentic communication and differentiated instruction but express concerns about assessment complexity, resource availability, and alignment with traditional Arabic pedagogy. The study identifies factors influencing teacher perceptions, including professional development experiences, institutional support, and personal teaching philosophies. These findings contribute to understanding curriculum implementation dynamics in Islamic educational contexts and provide recommendations for supporting teachers during curricular transitions.