Asimetri Tuntutan Kognitif pada Empat Keterampilan Bahasa Arab dalam Tujuan Pembelajaran Kurikulum Merdeka
Abstract
Perumusan tujuan pembelajaran menjadi titik krusial penerjemahan Kurikulum Merdeka ke dalam rencana pelaksanaan pembelajaran bahasa Arab. Penelitian ini merupakan studi kasus mendalam pada tingkat perencanaan di satu lembaga. Penelitian ini tidak bertujuan menggeneralisasi rencana pelaksanaan pembelajaran Kurikulum Merdeka secara nasional, melainkan menelaah bagaimana Capaian Pembelajaran dalam Keputusan Menteri Agama Nomor 347 Tahun 2022 diterjemahkan guru ke dalam rencana tersebut. Kajian terdahulu banyak menelaah HOTS pada buku teks dan instrumen penilaian, tetapi belum membandingkan tuntutan kognitif pada empat keterampilan berbahasa. Analisis isi kualitatif terhadap 24 tujuan pembelajaran bahasa Arab Kelas 10 pada satu Madrasah Aliyah Negeri di Jakarta, dengan pengodean multilabel, menghasilkan 29 asosiasi pada mahārah al-istimā’, al-kalām, al-qirā’ah, dan al-kitābah. Mengaplikasikan (C3) paling dominan (8 tujuan; 33,33%), diikuti mengingat (C1; 25,00%), mencipta (C6; 20,83%), mengevaluasi (C5; 12,50%), dan menganalisis (C4; 8,33%). Memahami (C2) tidak dirumuskan secara eksplisit. LOTS mencakup 14 tujuan (58,33%) dan HOTS 10 tujuan (41,67%). Istimā’ berada pada C1, kalām didominasi C3, qirā’ah tersebar pada C1, C4, dan C5, sedangkan kitābah didominasi C6. Asimetri tersebut tercatat pada teks perencanaan kasus ini. Implikasinya terbatas pada audit rumusan tujuan di lembaga yang diteliti.
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