KURIKULUM PEMBELAJARAN BAHASA ARAB SMA ISMUBA DALAM PERSPEKTIF FILSAFAT PROGRESIVISME

Curriculum has a central position in an educational process, as well as in Arabic learning. Curriculum is very important as a guide for Arabic learning activities to achieve the expected goals. Curriculum according to progressivism is flexible, not rigid, can be changed according to the need of the time, open and not bound by certain doctrines so that it can be evaluated and revised as needed. This curriculum is more focused on the process than on the content and centered on human experience. Experience is obtained because humans continue to learn and adapt to their environment. Subjects are not separate but must be integrated in a single unit with the type of Core curriculum. Integrated subjects will be cognitive, affective and psychomotor aspects so that students will develop properly. Education in the organization of Muhammadiyah was established by K.H Ahmad Dahlan, in conjunction with the establishment of the organization, in 1912 in the form of a modern educational institution. Muhammadiyah's education carries the theme of progressive education, this is in accordance with the educational theory of progressivism which requires education to keep moving as a process to achieve progress. For this reason, the Muhammadiyah education curriculum should contain elements of the educational theory of progressivism. This research will discuss the analysis of the Arabic learning curriculum of Muhammadiyah High School based on the philosophy of educational progressivism. This study aims to examine the concept of Arabic learning curriculum of SMA Muhammadiyah based on the philosophical theory of progressivism and the extent of the implications of the theory of progressivism in the Arabic learning curriculum of Muhammadiyah high school. The type of this research is library research. The research method used is content analysis. The data sources are primary and secondary data sources. The data collection method for this research is the documentation method, which is data taken from documents in the form of scientific texts relating to research. The results of this study indicate that the Arabic language learning curriculum in the Muhammadiyah high school, the writer found that there was a common view of how to learn, that actually learning Arabic is not just knowing how and what Arabic is, but the student must be encouraged, guided, developed, and fostered his ability in mastering Arabic both receptively and productively. Therefore, the Arabic language functions or has a use in the environment and life, as a means of communication both oral or written, and more closely Arabic can be used to understand Islamic sciences. The 2013 ISMUBA curriculum which is operationalized in Arabic Learning in Muhammadiyah High School already contains the values of progressivism education, including Child-centered, Integrated, Reflective, Relevant, Responsive to students'interests and needs, Problem solving, Action centered, Community centered, experience centered , Process centered, and Growth centered. The color of progressivism in the 2013 Ismuba curriculum as the Arabiclanguage learning curriculum of Muhammadiyah High School is quite thick because this curriculum requires students to be active and creative. Progressivism emphasizes education on life processes and school is a real representation of social life. The thought of progressivism which is not authoritarian and makes students the center of learning activities provides a new color in the world of education