تحليل محتوى كتاب اللغة العربية للصف الرابع الابتدائي القائم على المنهج MERDEKA على ضوء نظرية ماكي والفوزان

Textbooks are an essential component of Arabic language instruction at the elementary education level, as they play a significant role in directing learning materials, activities, and assessment in accordance with established educational objectives, particularly within the implementation of the Merdeka Curriculum. However, a preliminary study of the Grade IV Arabic language textbook for Islamic Elementary Schools published by Erlangga reveals several issues, including errors in Arabic writing, misalignment between some evaluation items and learning outcomes, weak visual aspects due to the use of black-and-white illustrations, and a lack of contextual Islamic activities such as supplication and worship, despite the textbook being used in Islamic school environments. This study aims to analyze the content of the Grade IV Arabic language textbook for Islamic Elementary Schools published by Erlangga and based on the Merdeka Curriculum through the framework of William Francis Mackey’s theory, which includes material selection, sequencing, presentation, and repetition, as well as Abdul Rahman bin Ibrahim Al-Fauzan’s theory, which emphasizes the integration of Islamic values and cultural context. This research employs a qualitative approach in the form of library research, utilizing content analysis methods and applying Krippendorff’s analytical procedures to the documents examined. The findings indicate that the textbook generally fulfills most of the principles proposed by Mackey’s theory, particularly in terms of material organization and the gradation of language skills according to learners’ levels. Nevertheless, grammatical, morphological, and orthographic errors are still present and may potentially affect the accuracy of language acquisition. Furthermore, from the perspective of Al-Fauzan’s theory, the textbook shows insufficient integration of contextual Islamic activities and values, indicating the need for improvements in linguistic accuracy, pedagogical design, and cultural content to better align with the characteristics of Islamic Elementary School students.