Policy Analysis of Arabic Language Learning Outcomes in Madrasahs under the Directorate General of Islamic Education Decree No. 9941 of 2025: Impact, Effectiveness, and Implementation Implications
DOI:
https://doi.org/10.38073/almuhawaroh.v2i2.5017Keywords:
learning outcomes, Arabic Language, madrasah, policy implementation, Merdeka CurriculumAbstract
This study aims to analyze the substance, implementation, impacts, effectiveness, and future implications of the Arabic Language Learning Outcomes (Capaian Pembelajaran/CP) policy stipulated in the Decree of the Director General of Islamic Education No. 9941 of 2025 for madrasahs in Indonesia. This study employs a qualitative approach with a library research design. Data were collected through systematic documentation and literature review of the decree as the primary source and relevant scholarly literature as secondary sources. Data were analyzed using qualitative content and thematic analysis, supported by source triangulation and George C. Edwards III’s policy implementation framework, which encompasses communication, resources, disposition, and bureaucratic structure. The findings indicate that the policy provides a structured and standardized framework for Arabic language learning across educational levels while promoting competency development, process skills, contextual learning, and the integration of Islamic values. However, its implementation is constrained by variations in teacher readiness, policy understanding, learning resources, infrastructure, teaching materials, assessment practices, and institutional capacity, particularly in disadvantaged, frontier, and outermost regions. The study further reveals that MGMP plays a strategic role in policy dissemination, professional collaboration, and coordination. Overall, effective implementation requires synergy among communication, resources, implementer disposition, and adaptive bureaucratic structures. The study concludes that strengthening teacher training, MGMP, contextual teaching materials, authentic assessment, digital resources, and differentiated institutional support is essential to ensure equitable and sustainable implementation of Arabic language CP in madrasahs.
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