Implementation of the Kurikulum Merdeka in Islamic Religious Education Instruction: A Case Study at SMPIT Al-Madani

Muhammad Farras Faishal; Taufik Mustofa; Abdurrohim

doi:10.31943/afkarjournal.v9i4.2540

Authors

Muhammad Farras Faishal Islamic Religious Education, Singaperbangsa Karawang University
Taufik Mustofa Islamic Religious Education, Singaperbangsa Karawang University
Abdurrohim Islamic Religious Education, Singaperbangsa Karawang University

DOI:

https://doi.org/10.31943/afkarjournal.v9i4.2540

Keywords:

Merdeka Curriculum implementation, Islamic Religious Education (PAI), Contextual and Adaptive Learning, Teacher Strategies and Evaluation, Character Zevelopment and Islamic Values

Abstract

This study aims to examine in depth the implementation of the Kurikulum Merdeka (Independent Curriculum) in Islamic Religious Education (PAI) instruction at SMPIT Al-Madani, an integrated Islamic school that has adopted this new curriculum in stages. Employing a qualitative approach and a case study method, the research explores the adaptations made by PAI teachers regarding lesson planning, implementation, and evaluation to align with the principles of the Kurikulum Merdeka. These adaptations involve efforts to make learning more active, contextual, differentiated, and character-oriented. Teachers have begun developing flexible teaching modules tailored to student needs and are fostering active engagement through discussions, reflection, projects, and the integration of Islamic values into real-life contexts. In practice, teachers face challenges such as difficulties in designing open-ended modules and limited access to technology. However, teacher collaboration, internal training, and support from school management have proven crucial in overcoming these obstacles. Such support strengthens teachers' readiness to implement the curriculum effectively and creatively. Overall, the findings indicate that the implementation of the Kurikulum Merdeka at SMPIT Al-Madani has positively impacted the quality of PAI instruction. Learning has become more meaningful and relevant, fostering character building and the holistic development of student competencies such as critical thinking, social awareness, responsibility, and a spirit of mutual cooperation all of which align with the Profil Pelajar Pancasila (Pancasila Student Profile). Thus, the Kurikulum Merdeka reinforces the contribution of Islamic Religious Education to shaping a generation characterized by noble morals and adaptability, ready to face the challenges of the times.

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