ABSTRACT This study aims to construct a multi-foundational Arabic language curriculum design encompassing ideological, juridical, philosophical, psychological, sociological, and technological aspects. This research employed a qualitative approach using library research. Data were collected from books, journal articles, curriculum documents, educational regulations, and relevant research reports through documentation and literature review techniques. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that each foundation has a distinct yet complementary role in curriculum development. The ideological foundation provides values, the juridical foundation offers normative guidance, the philosophical foundation determines conceptual orientation, the psychological foundation supports learner development, the sociological foundation ensures social relevance, and the technological foundation promotes instructional innovation. The integration of these foundations produces a holistic, adaptive, and contextual curriculum model relevant to learners’ needs and 21st-century educational demands. ABSTRAK Penelitian ini bertujuan mengkonstruksi desain kurikulum bahasa Arab berbasis multilandasan yang mencakup aspek ideologis, yuridis, filosofis, psikologis, sosiologis, dan teknologis. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kepustakaan. Data diperoleh dari buku, artikel ilmiah, dokumen kurikulum, regulasi pendidikan, dan hasil penelitian yang relevan melalui studi dokumentasi dan kajian literatur. Analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa setiap landasan memiliki fungsi yang berbeda namun saling melengkapi dalam pengembangan kurikulum bahasa Arab. Integrasi landasan ideologis, yuridis, filosofis, psikologis, sosiologis, dan teknologis menghasilkan model kurikulum yang holistik, adaptif, dan kontekstual sehingga relevan dengan kebutuhan peserta didik serta tuntutan pendidikan abad ke-21.