BASICS OF ARABIC LANGUAGE EDUCATION CURRICULUM DEVELOPMENT: ANALYSIS OF PHILOSOPHICAL, PSYCHOLOGICAL, SOCIOLOGICAL AND ORGANIZATIONAL FOUNDATIONS
Abstract
The development of the Arabic Language Education (ALE) curriculum is a crucial aspect in improving the quality of Arabic language learning that is relevant to the needs of students and the demands of the times. However, in practice, the ALE curriculum still tends to be normative and partial, and has not yet optimally integrated philosophical, psychological, sociological, and organizational foundations. This study aims to comprehensively analyze the fundamentals of ALE curriculum development and formulate an integrative model capable of bridging these various foundations. This research uses a qualitative approach through literature study with content analysis techniques on various relevant literature sources. The study results show that the philosophical foundation plays a role in determining the direction and values of education, the psychological foundation in adjusting the curriculum to the characteristics of students, and the sociological foundation in ensuring social relevance. as well as an organizational foundation in regulating the structure and systematics of the curriculum. The integration of these four foundations results in a curriculum model that is more adaptive, contextual, and oriented toward communicative competence. This article provides a theoretical contribution in the form of strengthening the conceptual framework for the development of an integrative-based PBA curriculum as well as a practical contribution in improving the quality of Arabic language learning.