Model Perumusan Indikator Pembelajaran Bahasa Arab Berbasis Constructive Alignment untuk Mengembangkan Kompetensi Komunikatif
DOI:
https://doi.org/10.62730/147rcz30Kata Kunci:
Arabic, Constructive Alignment, Communicative Competence, Learning Indicators, Revised Bloom’s TaxonomyAbstrak
The formulation of learning indicators for Arabic language instruction in madrasahs is often fragmented, separating the Revised Bloom’s Taxonomy from Operational Verbs (KKO), which hinders the integration of communicative competence. This article aims to develop an integrative model for formulating communicative-oriented Arabic learning indicators by synthesizing the principles of constructive alignment with the Revised Bloom’s Taxonomy. Employing a descriptive qualitative method through library research, this study produces an integrative framework that harmonizes Learning Outcomes (CP), Learning Objectives (TP), indicators, operational verbs, learning activities, and authentic assessments. The primary finding is a synthesis table of operational verbs (levels C3–C6) contextualized for communicative competence. The model demonstrates that integrating higher-order operational verbs ensures consistency across instructional planning, implementation, and assessment. This research provides a practical framework for Arabic language teachers to develop learning modules within the Kurikulum Merdeka framework, while offering a theoretical foundation for future empirical studies on the effectiveness of competency-based language instruction.
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