The Merdeka Curriculum in Islamic Religious Education
A Study of Learning Models, Assessment, and Dynamics in Madrasahs
Keywords:
Independent curriculum, islamic education, differentiated learning, diagnostic assessment, madrasah dynamicsAbstract
Islamic Education Transformation in the era of the Merdeka Curriculum encourages madrasahs to integrate Islamic values with learning approaches that are aligned with the demands of the 21st century. This study aims to analyze the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) learning, focusing on differentiated learning, the role of diagnostic assessment, and the dynamics of adaptation within the madrasah environment. The method employed is descriptive qualitative research through literature review and educational document analysis. The findings indicate that differentiated learning is capable of accommodating differences in students' learning styles and readiness in understanding PAI materials. Furthermore, regularly conducted diagnostic assessments assist teachers in mapping students' initial abilities, enabling learning strategies to be designed more accurately and effectively. The implementation of this curriculum also provides opportunities for students to develop critical thinking, creativity, collaboration, and communication skills that are in line with the Pancasila Student Profile and Islamic values in daily life. However, the implementation of the Merdeka Curriculum in madrasahs still faces several challenges, particularly regarding teachers' pedagogical readiness, limited supporting facilities, and the adaptation process to the new evaluation system. Therefore, continuous observation and evaluation of the learning process are necessary to maintain academic quality while strengthening spiritual values within the madrasah environment.
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