KESIAPAN GURU BAHASA ARAB DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA DI MTS DARUL ULUM LUNANG

This study aims to describe the readiness of Arabic language teachers in implementing the Merdeka Curriculum, the implementation of Arabic language learning based on the Merdeka Curriculum, as well as the challenges and efforts made by teachers in its implementation at MTs Darul Ulum Lunang. This research was motivated by curriculum policy changes that require teachers to conduct learning that is more flexible, contextual, and student-centered, while its implementation in madrasahs still faces various challenges. This study employed a descriptive qualitative approach with a case study design. The subject of the research was an Arabic language teacher at MTs Darul Ulum Lunang. Data were collected through in-depth interviews, observations, and documentation. The data were analyzed using the Miles and viii Huberman interactive model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation, member checking, and peer debriefing. The results of the study indicate that the Arabic language teacher has a basic understanding of the Merdeka Curriculum, particularly regarding learning flexibility and adjusting materials according to students’ needs. The teacher has also participated in Merdeka Curriculum training and prepared learning tools; however, the implementation is still in the adaptation stage. Arabic language learning is still dominated by conventional methods such as lecturing, reading, and note-taking, although the teacher has attempted to apply contextual learning and simple differentiated instruction. The main challenges in implementing the abilities. Merdeka Curriculum include differences in students’ educational backgrounds, the underutilization of learning facilities, and students’ low motivation toward learning Arabic. To overcome these challenges, the teacher implemented several efforts, such as calligraphy activities and adjusting learning materials according to students’ Based on the findings, it can be concluded that the implementation of the Merdeka Curriculum in Arabic language learning at MTs Darul Ulum Lunang has been carried out, but it still requires improvement in teacher competence, instructional innovation, and the optimization of learning facilities and strategies that are more aligned with the characteristics of the Merdeka Curriculum.