Freedom to Learn Implementing Merdeka Curriculum in Ara-bic Language Teaching at Senior High Schools

Abstract

The Merdeka Curriculum represents a paradigm shift in Indonesian education, emphasizing student-centered learning, flexibility, and competency development. This opinion article explores the implementation of the Merdeka Curriculum in Arabic language teaching at senior high schools. Through critical analysis, this article examines how the curriculum's core principles—student autonomy, differentiated instruction, and authentic assessment—can transform Arabic language pedagogy. The discussion highlights three key aspects: the philosophical alignment between Merdeka Curriculum and communicative language teaching, practical strategies for implementing differentiated Arabic instruction, and the challenges teachers face in balancing curricular freedom with structured language acquisition. This article argues that while the Merdeka Curriculum offers unprecedented opportunities for innovative Arabic teaching, its success depends heavily on teacher preparation, institutional support, and a fundamental reconceptualization of language learning outcomes. The findings suggest that Arabic teachers must embrace their role as facilitators rather than transmitters of knowledge, creating learning environments where students actively construct their linguistic and cultural competencies.