Penerapan Kurikulum Merdeka pada Pembelajaran Pendidikan Agama Islam di Kelas X MA DDI Entrop

Abstract

The implementation of the Merdeka Curriculum aims to improve learning quality through student-centered, flexible, and competency-based approaches. However, its implementation in Islamic Religious Education (IRE) still faces challenges related to teacher readiness, learning resources, and student participation. This study aims to describe the implementation of the Merdeka Curriculum in Grade X IRE classes at MA DDI Entrop, Jayapura, covering planning, implementation, evaluation, and supporting and inhibiting factors. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with the principal, vice principal for curriculum, IRE teachers, and students, as well as documentation. Data were analyzed using data reduction, data display, and conclusion drawing, with validity ensured through source and technique triangulation. The findings indicate that the Merdeka Curriculum has generally been implemented effectively. Teachers prepared essential learning documents, including Learning Outcomes, Learning Objective Flow, Teaching Modules, Annual and Semester Programs, and assessment criteria. Learning activities were flexible and contextual through varied instructional methods and authentic assessments. However, challenges remain, including limited teacher competence in differentiated instruction, low student motivation, and inadequate learning facilities. Therefore, continuous teacher professional development, improved facilities, and stronger institutional support are needed to optimize IRE learning and students’ competency and character development.