The Readiness of Islamic Religious Education Teachers in Implementing the Merdeka Curriculum

Taufik Mustofa; Agus Ruswandi; Ahmad Hapidin; Uus Ruswandi; Ferianto Ferianto; M Makbul

doi:10.35445/alishlah.v15i4.4557

The Readiness of Islamic Religious Education Teachers in Implementing the Merdeka Curriculum

Taufik Mustofa, Agus Ruswandi, Ahmad Hapidin, Uus Ruswandi, Ferianto Ferianto, M Makbul

Abstract

Despite the rollout of the Merdeka Curriculum, its adoption in some madrasas remains incomplete. This study explores the readiness of PAI (Islamic Religious Education) instructors in Madrasah Tsanawiyah and Madrasah Aliyah to implement the Curriculum Merdeka, focusing on the challenges posed by limited socialization opportunities and a general lack of motivation among teachers. Utilizing a qualitative research design, this study employed descriptive methodologies to gather insights. Data was collected through questionnaires from 36 respondents and analyzed using a systematic approach involving data reduction, data display, and verification processes. The findings reveal significant gaps in the readiness of PAI teachers to effectively implement the Curriculum Merdeka. Only 16.67% of teachers demonstrated a high level of awareness of the curriculum’s content. About 11.11% of the instructors showed a deep understanding of its fundamental principles and could distinguish it from the previous curriculum. Furthermore, only 16.67% had access to the necessary curriculum and learning documents, and a mere 11.11% possessed adequate learning resources to apply the Curriculum Merdeka effectively. This study underscores the need for enhanced training and resource allocation to ensure the successful adoption of the Curriculum Merdeka in madrasas.

Keywords

Islamic Religious; Education; Curriculum Merdeka

Full Text:

PDF

References

A. Muri Yusuf. (2015). Metode Penelitian Kuantitatif Kualitatif dan Penelitian Gabungan. Prenadamedia Group.

Afwa Tamama A’fiah, F. (2023). Penggunaan E-Learning Sebagai Sebuah Inovasi Pendidikan Dalam Rangka Meningkatkan Keaktifan Belajar Peserta Didik Pada Pembelajaran Pai Di Sekolah Menengah Pertama Negeri 2 Tempuran Kerawang. Al-Ulum , 10(4).

Angga, A., Suryana, C., Nurwahidah, I., Hernawan, A. H., & Prihantini, P. (2022). Komparasi Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar Kabupaten Garut. Jurnal Basicedu, 6(4), 5877–5889. https://doi.org/10.31004/basicedu.v6i4.3149

Fenty Setiawati. (n.d.). Dampak Kebijakan Perubahan Kurikulum.

Firdaus, F., Bariah, O., Makbul, M., Karawang, S., Regency, K., & Java, W. (2023). Management Classroom Management Through Islamic Religious Education Learning at SMK Al Hurriyah Karawang. JETISH: Journal of Education Technology Information Social Sciences and Health, 2(2), 1062–1076.

Holst, J., Brock, A., Singer-Brodowski, M., & de Haan, G. (2020). Monitoring progress of change: Implementation of Education for Sustainable Development (ESD) within documents of the German education system. Sustainability (Switzerland), 12(10). https://doi.org/10.3390/su12104306

Hr, S., & Wakia, N. (2021). Problematika Implementasi Kurikulum Merdeka Belajar di Perguruan Tinggi (Vol. 11, Issue 2).

Kholik, A., Bisri, H., Lathifah, Z. K., Kartakusumah, B., Maufur, M., & Prasetyo, T. (2022). Impelementasi Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) Berdasarkan Persepsi Dosen dan Mahasiswa. Jurnal Basicedu, 6(1), 738–748. https://doi.org/10.31004/basicedu.v6i1.2045

Lince, L. (2022). Implementasi Kurikulum Merdeka untuk Meningkatkan Motivasi Belajar pada Sekolah Menengah Kejuruan Pusat Keunggulan. Prosiding Seminar Nasional Fakultas Tarbiyah Dan Ilmu Keguruan IAIM Sinjai, 1(1), 38–49. https://doi.org/10.47435/sentikjar.v1i0.829

Makbul, M. (2021). The Effect of Emotional Intelligence and Spiritual Intelligence on Learning Outcomes of Islamic Religion and Characteristics of Students at SMA Negeri 5 Makassar. International Journal of Social Science and Human Research, 04(04), 588–595. https://doi.org/10.47191/ijsshr/v4-i4-05

Ramadina, E., Sayyid, U., & Tulungagung, A. R. (n.d.). Peran Kepala Sekolah Dalam Pengembangan Kurikulum Merdeka Belajar. 7(2), 131–142. https://doi.org/10.47776/mozaic

Salma, N. N., Bariah, O., & Makbul, M. (2022). Efektivitas Pengelolaan Kelas dalam Menunjang Hasil Belajar Pendidikan Agama Islam Kelas X MA Al-Jihadiyah Sukatani Cikarang Tahun Ajaran 2021/2022. Tasyri’: Jurnal Tarbiyah-Syari’ah Islamiyah , 29(2), 123.

Sanusi, W. M. I. K. (2014). Pengembangan Bahan Ajar Microteaching Untuk Melatihkan Kompetensi Pedagogik Yang Mengintegrasikan Teknologi Informasi Komunikasi dan Nilai-Nilai Karakter. EMS: Jurnal Edukasi Matematika Dan Sains, 2(2).

Subagiya, B. (2022). Pengembangan kurikulum dan teori-teori belajar di program studi Pendidikan Agama Islam Universitas Ibn Khaldun Bogor. Idarah Tarbawiyah: Journal of Management in Islamic Education, 3(2), 69. https://doi.org/10.32832/itjmie.v3i2.7639

Suryaman, M. (2020). Prosiding Seminar Daring Nasional: Pengembangan Kurikulum Merdeka Belajar Program Studi Pendidikan Bahasa Indonesia. https://ejournal.unib.ac.id/index.php/semiba/issue/view/956/Tersediadi:https://ejournal.unib.ac.id/index.php/semiba/issue/view/956/

Syahfutra, W., Ramadhan, S., & Akhyar, Y. (2020). Metodelogi Penelitian Pendidikan. 1–74.

Vhalery, R., Setyastanto, A. M., & Leksono, A. W. (2022). Kurikulum Merdeka Belajar Kampus Merdeka: Sebuah Kajian Literatur. Research and Development Journal of Education, 8(1), 185. https://doi.org/10.30998/rdje.v8i1.11718

DOI: https://doi.org/10.35445/alishlah.v15i4.4557