Reconstructing the Arabic Language Curriculum Based on the CEFR and Rusydi Ahmad Thuaimah's Perspective

This study is motivated by identified issues in the Arabic Language Education (ALE) curriculum at STAIMS Yogyakarta, including unclear epistemological and methodological foundations, overlapping competency standards, and the lack of integration of linguistic, cultural, and social approaches in learning. This research aims to reconstruct the Arabic language curriculum by integrating the Common European Framework of Reference for Languages (CEFR) with the perspective of Rusydi Ahmad Thuaimah, focusing on developing receptive skills. This study employs a case study method with a mixed-methods approach (qualitative and quantitative). It adopts Richards’ curriculum development model, which includes stages of needs analysis, situational analysis, setting objectives and graduate competency standards (learning outcomes), determining learning activities, selecting teaching materials, and conducting evaluations. The findings result in a curriculum integration that combines CEFR standards with Thuaimah’s perspective, offering a systematic structure of language competencies while remaining grounded in cognitive, cultural, linguistic, and psychological values aligned with Islamic principles and the local Indonesian context. This study contributes to Arabic curriculum development by harmonising standards with contextual values, and thus may serve as a reference for other institutions facing similar challenges.