The Observation of Arabic Language Differentiation in the 2013 Curriculum and the "Merdeka" Curriculum

Indonesian education is in a transition and adaptation period from the K-13 (Kurikulum 2013/2013 Curriculum) to KM Merdeka­­/"Merdeka" Curriculum). So research that compares two curricula needs be done understand of KM, especially Arabic subjects. This was descriptive-comparative-evaluative with content analysis design. Data collection instruments were document studies semi-structured interviews explore teacher perceptions regarding those curricula. In goal component, language skills are expanded into six elements, listening (istimā'), speaking (kalām), reading-viewing (qirā'ah), writing-presenting (kitābah). The for viewing presenting did not exist previously K-13. material components both still have same scope. uses scientific approach strategy while differentiated learning according student achievement. Then strategies arranged RPP (Rencana Pelaksanaan Pembelajaran/Learning Implementation Plan), teaching modules (modul ajar). Then, evaluation KKM (Kriteria Ketuntasan Minimal/Minimum Completeness Criteria) changes KKTP Ketercapaian Tujuan Objectives Achievement Criteria). information obtained shows has recently been given freedom teaching, they experience confusion yet ready. Teachers already theory but able implement it ideally. lack implementation due influence unavailability textbooks based on report cards an assessment format teachers under Kemenag (Kementerian Agama/Ministry Religion) unable take part program guru penggerak (mover teachers) program.