Phenomenological study examines the implementation of the Merdeka Curriculum in Arabic education, suggesting training enhances student-centred learning.
Key Points
The study reveals that implementing the Merdeka Curriculum promotes student-centred learning and integrates cultural contexts.
Findings indicate diverse teaching strategies, including project-based learning, are essential for effective Arabic language instruction.
Data were collected through observations, interviews, and document analysis in Madrasah Aliyah Negeri Pangkep to evaluate implementation.
Training and resource improvements are needed to address limitations in teacher readiness for optimal curriculum execution.