MODEL KURIKULUM BAHASA ARAB DALAM PERSPEKTIF OBE: ANALISIS KRITIS TERHADAP TYLER, ABA DAN OLIVA

Abstrak

This article examines the relevance of three curriculum development models: Ralph Tyler’s Rational Model, the Applied Behavior Analysis (ABA) approach, and Peter F. Oliva’s Curriculum Model in designing an Outcome-Based Education (OBE) oriented Arabic Language Curriculum within Islamic Higher Education institutions. Using a critical literature review, this study analyzes the suitability, strengths, and limitations of each model in relation to OBE demands, which emphasize measurable learning outcomes, workforce relevance, and 21st-century competencies. Findings indicate that Tyler’s model aligns strongly with OBE due to its goal-oriented structure, although it requires contextual adjustments to accommodate the socio-cultural and affective dimensions of Arabic language learning. While ABA is not intended as a general curriculum model and is inherently clinical, its emphasis on observable and measurable behavioral change significantly strengthens OBE evaluation practices. Meanwhile, Oliva’s model emerges as the most comprehensive and adaptable framework, offering a cyclical and systematic structure that integrates the philosophical foundations of Arabic Language Education with outcome-focused OBE principles. This study concludes that an effective OBE-based Arabic curriculum should strategically combine Tyler’s clarity of objectives, ABA’s precision in measurement, and Oliva’s comprehensive and flexible design.

Artikel ini mengkaji relevansi tiga model pengembangan kurikulum: Model Rasional Ralph Tyler, pendekatan Applied Behavior Analysis (ABA), dan Model Peter F. Oliva dalam merancang Kurikulum Bahasa Arab berbasis Outcome-Based Education (OBE) pada Perguruan Tinggi Keagamaan Islam. Melalui kajian pustaka kritis, penelitian ini menelaah kesesuaian, kelebihan, dan keterbatasan masing-masing model terhadap tuntutan OBE yang menekankan capaian pembelajaran terukur, relevansi dunia kerja, serta keterampilan abad 21. Hasil kajian menunjukkan bahwa model Tyler memiliki kompatibilitas tinggi dengan struktur OBE karena orientasinya pada tujuan dan evaluasi, meskipun perlu penyesuaian agar lebih responsif terhadap konteks sosial dan karakteristik pembelajaran Bahasa Arab. Pendekatan ABA, meskipun bersifat klinis dan tidak dirancang sebagai model kurikulum umum, memberikan kontribusi penting pada aspek evaluasi OBE melalui penekanan pada perubahan perilaku yang terukur. Sementara itu, Model Oliva muncul sebagai kerangka paling komprehensif dan adaptif karena sifatnya yang siklus, sistematis, dan mampu mengintegrasikan landasan filosofis PBA dengan tuntutan luaran OBE. Penelitian ini menegaskan bahwa kurikulum Bahasa Arab berbasis OBE akan lebih efektif apabila menggabungkan kejelasan tujuan ala Tyler, ketepatan pengukuran dari ABA, serta fleksibilitas dan kedalaman analisis dalam Model Oliva.