Analysis of the Alignment of the Merdeka Curriculum in Arabic Language Learning with Douglas Brown’s Theory

Abstract

The objective of this research is to describe the Merdeka Curriculum and Douglas Brown’s theory of language learning, and to analyze the suitability of the Merdeka Curriculum for Arabic language learning in relation to Brown’s theory. The Merdeka Curriculum emphasizes flexible and project-based learning as well as the development of critical thinking skills. These characteristics are closely related to Brown’s theory, which highlights several fundamental principles in language teaching, such as interaction, communicative learning, and the development of authentic language skills.The results of the analysis show that the Merdeka Curriculum approach is in line with Brown's theory, especially in the aspects of increasing student engagement, contextual learning, and task-based learning. However, there are challenges in implementation, especially related to teacher readiness and infrastructure. This research recommends more intensive teacher training and the development of resources that support interactive and communicative language learning. Thus, this study conceptually analyzes the relationship between the principles of the Merdeka Curriculum and Douglas Brown’s language learning theory, specifically in the context of Arabic language learning, an area that has received limited attention in previous studies.