PENGEMBANGAN MODEL PEMBELAJARAN BAHASA ARAB DI INDONESIA: STUDI PERBANDINGAN PENDEKATAN MTS DAN PONDOK MODERN GONTOR

Abstract

This study aims to describe and compare Arabic language learning models in Islamic Junior High Schools (MTs) and Pondok Modern Darussalam Gontor. A qualitative approach was employed to deeply explore the objectives, materials, methods, media, and evaluation of Arabic language learning in both institutions. The results indicate significant differences in the approaches used for teaching Arabic in MTs and Gontor. MTs, utilizing the "Merdeka Curriculum," tend to adopt a student-centered learning approach, emphasizing the comprehensive development of language skills through the integration of the four language skills and the use of technology. On the other hand, Gontor predominantly applies a teacher-centered learning approach, focusing on mastering grammar and reading religious texts. These differences are influenced by the historical background, institutional objectives, and the characteristics of the students in each institution. MTs are more oriented toward the national curriculum and the students’ needs in preparing for exams, while Gontor implements a more specific curriculum aimed at developing students (santri) with strong Arabic language skills for understanding religious texts and communicating within the pesantren (Islamic boarding school) context. The comparison of these two models provides important implications for the development of Arabic language learning in Indonesia. The student-centered learning approach in MTs can inspire Gontor to involve students more actively in the learning process and incorporate technology. Conversely, Gontor's emphasis on grammar mastery and religious texts can serve as a reference for MTs to enrich their teaching materials. This study suggests the need for the development of a more flexible and responsive Arabic learning model that meets students' needs and the learning context. Integrating student-centered and teacher-centered approaches alongside the appropriate use of technology could offer a solution to improve the quality of Arabic language learning in Indonesia. Keywords: Arabic Language Learning, MTs, Gontor, Student-Centered Learning, Teacher-Centered Learning, Qualitative