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The implementation of the Merdeka Curriculum in the subject of Islamic Religious Education (IRE) forms part of an educational transformation aimed at realising learner-centred, contextual learning that focuses on character building. However, its implementation in integrated Islamic primary schools, particularly outside Java, still faces various challenges and has not yet been extensively studied empirically. This study aims to describe the implementation of the Merdeka Curriculum in the IRE subject at SDIT Ulul Albab Tarakan, covering the aspects of planning, implementation, assessment, as well as the factors supporting and hindering its implementation. The research employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews with the headteacher, IRE teachers and pupils, as well as a review of documents. Data analysis was conducted through data reduction, data presentation and drawing of conclusions, utilising triangulation techniques to ensure the validity of the findings. The research findings indicate that the implementation of the Merdeka Curriculum has proceeded fairly well. Teachers have developed teaching materials in the form of Learning Outcomes, Learning Objective Sequences and teaching modules, and have implemented a more learner-centred approach through discussion, religious practice, reflection and contextual learning. However, project-based learning, the integration of the Pancasila Student Profile Strengthening Project, and authentic assessment have not yet been optimally implemented due to limitations in teachers’ competences, implementation experience, and supporting facilities. Supporting factors include pupils’ motivation to learn, parental support and the school’s commitment, whilst inhibiting factors include uneven levels of understanding amongst teachers, differences in pupils’ abilities and limited facilities. This study concludes that enhancing teachers’ competencies, strengthening authentic assessment, providing learning resources, and fostering collaboration between schools, parents and the government are key to the successful implementation of the Merdeka Curriculum in Islamic Education lessons.
The implementation of the Merdeka Curriculum in the subject of Islamic Religious Education (IRE) forms part of an educational transformation aimed at realising learner-centred, contextual learning that focuses on character building. However, its implementation in integrated Islamic primary schools, particularly outside Java, still faces various challenges and has not yet been extensively studied empirically. This study aims to describe the implementation of the Merdeka Curriculum in the IRE subject at SDIT Ulul Albab Tarakan, covering the aspects of planning, implementation, assessment, as well as the factors supporting and hindering its implementation. The research employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews with the headteacher, IRE teachers and pupils, as well as a review of documents. Data analysis was conducted through data reduction, data presentation and drawing of conclusions, utilising triangulation techniques to ensure the validity of the findings. The research findings indicate that the implementation of the Merdeka Curriculum has proceeded fairly well. Teachers have developed teaching materials in the form of Learning Outcomes, Learning Objective Sequences and teaching modules, and have implemented a more learner-centred approach through discussion, religious practice, reflection and contextual learning. However, project-based learning, the integration of the Pancasila Student Profile Strengthening Project, and authentic assessment have not yet been optimally implemented due to limitations in teachers’ competences, implementation experience, and supporting facilities. Supporting factors include pupils’ motivation to learn, parental support and the school’s commitment, whilst inhibiting factors include uneven levels of understanding amongst teachers, differences in pupils’ abilities and limited facilities. This study concludes that enhancing teachers’ competencies, strengthening authentic assessment, providing learning resources, and fostering collaboration between schools, parents and the government are key to the successful implementation of the Merdeka Curriculum in Islamic Education lessons.
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