Erfan Gazali is a lecturer in the Department of Arabic Language and Literature at the State Islamic University (UIN) Siber Syekh Nurjati Cirebon, Indonesia, specializing in Linguistics and Arabic Language Learning Media. As an educator, he actively teaches and participates in various academic activities, including seminars and language training programs aimed at enhancing linguistic and pedagogical competencies among students and fellow academics. His engagement in research is evident through his contributions as an author of scholarly articles in reputable national and international journals, focusing on Arabic language teaching methodologies and linguistic analysis. Additionally, Erfan collaborates with educators and researchers from various universities, expanding academic networks and fostering the exchange of ideas within his discipline.
Beyond teaching and research, he serves as a Mendeley Advisor, assisting academics and researchers in utilizing the platform for reference management and collaborative research. His dedication to scholarly development is further demonstrated through his role as an editor for the Indonesian Journal of Arabic Studies (IJAS), where he contributes to maintaining the quality of academic publications in Arabic language and literature. Furthermore, Erfan Gazali is an active member of the national association for Arabic Language and Literature study programs in Indonesia, playing a role in curriculum development, improving educational standards, and strengthening inter-institutional networks. Through these various roles, he strives to advance the academic and practical study of Arabic in Indonesia.
The "Temporary Concentration" Model: A Breakthrough in Curriculum Design for Integrating Dual-Competencies in Indonesian Islamic Universities' Arabic Language and Literature Program
Erfan Gazali(1*),
Wulandari Wulandari(2),
(1) Deparment of Arabic Language and Literatures, Islamic Cyber University of Shekh Nurjati Cirebon (2)
(*) Corresponding Author
Abstract
Purpose: This study investigates the "Temporary Concentration" model, an innovative curriculum design implemented in the Arabic Language and Literature (BSA) program at UIN Siber Syekh Nurjati Cirebon, Indonesia. It aims to deconstruct how this model facilitates the integration of dual linguistic and literary competencies within the rigid structural constraints of the national higher education system, specifically the credit limit (144-160 SKS) mandated by national policy. Methods: Employing a qualitative, instrumental single-case study design underpinned by a constructivist paradigm, this research collected data through in-depth analysis of curriculum documents, semi-structured interviews, and focus group discussions with key stakeholders, including curriculum designers, lecturers, and students. The data were analyzed using thematic analysis (Braun & Clarke, 2006) to identify emergent themes regarding the model's design, implementation, and perceived efficacy. Findings: The analysis reveals that the model strategically allocates 44 SKS (29.5% of the total 149 SKS curriculum) to an intensive, two-semester concentration in either Linguistics or Literature. This structured immersion phase ensures deep disciplinary mastery, successfully allocating 33% and 37.2% of the total curriculum to linguistics and literature, respectively—a significant increase compared to conventional BSA programs. The model effectively resolves the epistemological tension between depth and breadth by providing a clear roadmap for specialization before integration, addressing a key concern in curriculum literature. Research Implications: The study offers a viable prototype for curriculum reform in similar contexts, demonstrating that strategic reconfiguration, rather than credit expansion, can overcome policy-practice misalignments. It provides practical guidance for program managers and contributes to theoretical discourse by introducing a novel "temporary concentration" framework for dual-competency integration in constrained educational environments.
Keywords
Temporary Concentration Model, Curriculum Design, Dual-Competencies, Arabic Language and Literature, Indonesian Higher Education, Outcome-Based Education.
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