Rationalization of the Distribution of Quran and Hadith Content During the Policy Transition from the 2013 Curriculum to the Merdeka Curriculum at MTS Al-Mustaqim
DOI:
https://doi.org/10.24260/arfannur.v7i2.6049Keywords:
Merdeka Curriculum, Qur’an and Hadith, content organization, instrumental rationalityAbstract
The implementation of the Merdeka Curriculum provides teachers with the flexibility to adapt instruction to students’ needs. However, in practice, this flexibility is still constrained by the curriculum structure, assessments, and limited instructional time. This study aims to analyze the practices of sequencing Qur’an and Hadith materials at MTs Al-Mustaqim, as well as the considerations teachers take into account when making such adjustments. The study employed a qualitative approach using the case study method. Data were collected through interviews, observations, and documentation over two days in March 2026 with four informants. Analysis was conducted through coding, category grouping, and theme identification, while data validity was verified through source and method triangulation. The results indicate that teachers rearrange the sequence of material within the same grade level based on students’ prior knowledge, the relevance of the material, the assessment system, and instructional time. Tajwid material is introduced earlier in seventh grade, Madhhab law material is grouped in eighth grade, while Gharib readings are introduced earlier in ninth grade. From this analysis, the patterns of teachers’ decision-making can be understood through Max Weber’s concept of instrumental rationality. These findings indicate that curricular flexibility is used to a limited extent to adjust the sequence of material to the learning conditions at the madrasah.
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