Analisis Kurikulum Bahasa Arab untuk Anak Usia Dini di Indonesia: Kekuatan dan Kelemahan dalam Aspek Pelajaran Membaca
DOI:
https://doi.org/10.55849/attasyrih.v11i2.372Keywords:
Anak Usia Dini, Pendidikan Indonesia, Kurikulum Bahasa ArabAbstract
Studi ini dilaksanakan untuk mengkaji kurikulum bahasa Arab bagi peserta didik usia prasekolah di Indonesia, khususnya dalam ranah pembelajaran membaca, dengan tujuan mengidentifikasi aspek-aspek positif dan area yang memerlukan perbaikan. Dasar pemikiran dari riset ini adalah signifikansi pengenalan bahasa asing sejak usia belia dalam menstimulasi perkembangan kognitif dan linguistik anak, serta urgensi akan keberadaan kurikulum yang efisien dan sesuai dengan kondisi di Indonesia. Pendekatan riset yang diterapkan adalah metode kualitatif dengan teknik pengumpulan data melalui telaah dokumen kurikulum, wawancara dengan tenaga pengajar PAUD, dan observasi aktivitas belajar mengajar. Temuan riset mengindikasikan bahwa kurikulum bahasa Arab memiliki sejumlah keunggulan, seperti adanya sasaran pembelajaran yang terdefinisi dengan baik, materi yang relevan dengan usia anak, dan implementasi metode yang interaktif. Akan tetapi, terdapat pula beberapa kekurangan, seperti minimnya variasi dalam materi bacaan, keterbatasan sumber daya penunjang, dan kurangnya pelatihan bagi guru dalam pengajaran bahasa Arab untuk anak usia dini. Simpulan dari riset ini adalah bahwa kurikulum bahasa Arab untuk anak usia dini di Indonesia perlu secara berkelanjutan dievaluasi dan ditingkatkan guna memaksimalkan efektivitasnya dalam mengembangkan keterampilan membaca anak. Peningkatan dapat dilakukan dengan memperkaya variasi materi bacaan, menyediakan sumber daya penunjang yang mencukupi, dan menyelenggarakan pelatihan yang lebih intensif bagi tenaga pengajar
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