Systematic Literature: Disciplinary, Social, and Student-Centered Orientation in Arabic Language Curriculum Design
DOI:
https://doi.org/10.21111/lisanudhad.v13i1.28Keywords:
Arabic Language Curriculum, Curriculum Orientation, Student-Centered, PRISMA 2020Abstract
Curriculum design in Arabic language education is currently characterized by the dominance of traditional disciplinary approaches, alongside emerging demands for social relevance and student-centered learning. These differing orientations reflect ongoing tensions between epistemological foundations, contextual needs, and pedagogical transformation toward more participatory learning models. This study aims to explore and synthesize disciplinary, social, and student-centered orientations in Arabic curriculum design, as well as to develop an integrative conceptual framework that connects these three orientations in a complementary and balanced manner. This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 protocol. From an initial pool of 120 articles, 18 articles were selected based on predefined inclusion and exclusion criteria. Data analysis was conducted thematically through coding processes focusing on curriculum orientation, educational ideology, and learning strategies. The results indicate that disciplinary orientation remains the dominant epistemic foundation in Arabic curriculum design. However, social and student-centered orientations have increasingly emerged in response to contemporary educational demands. Despite this development, the integration of the three orientations in curriculum practice remains limited and fragmented. The synthesis of findings leads to the formulation of an integrative conceptual framework that connects disciplinary, social, and student-centered dimensions. The study concludes that Arabic curriculum design requires a more balanced integration of disciplinary, social, and student-centered orientations to enhance its relevance and effectiveness in modern educational contexts.
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