Embedding the Love-Based Curriculum Values in Islamic Religious Education: Opportunities and Challenges in the Era of the Independent Curriculum

Abstract

This study aims to describe the implementation of the Independent Curriculum in Islamic Religious Education (PAI) learning at Kartini Taman Junior High School, Sidoarjo, and analyze the opportunities and challenges faced by teachers in its implementation. The flexibility of the Independent Curriculum functions as a pedagogical medium to integrate Islamic values ​​in a more applicable and meaningful way, thus expanding the function of Islamic Religious Education from merely transmitting knowledge to forming religious awareness and character of students holistically. This study uses a descriptive qualitative approach with a case study type. Data were obtained through in-depth interviews with the principal, vice principal of curriculum, and PAI teachers, accompanied by observations of the learning process and analysis of curriculum documents. The results show that the implementation of the Independent Curriculum at Kartini Taman Junior High School is running independently and systematically with the support of school policies, teacher training, and the provision of learning resources. Key opportunities that emerged include flexibility in designing teaching modules, strengthening teacher professionalism, integration of Islamic values in the Pancasila Student Profile project, and support for digital facilities that encourage contextual and collaborative learning. The flexibility of the Independent Curriculum functions as a pedagogical medium to integrate Islamic values ​​in a more applicable and meaningful way, thus expanding the function of Islamic Religious Education from merely transmitting knowledge to forming religious awareness and character of students holistically. However, the implementation of the Independent Curriculum also faces several challenges such as teacher and student readiness to adapt, low motivation for independent learning, limited learning resources, and the complexity of administration and policy synchronization.

Penelitian ini bertujuan untuk mendeskripsikan implementasi Kurikulum Merdeka dalam pembelajaran Pendidikan Agama Islam (PAI) di SMP Kartini Taman Sidoarjo, serta menganalisis peluang dan tantangan yang dihadapi guru dalam pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis studi kasus. Data diperoleh melalui wawancara mendalam dengan kepala sekolah, wakil kepala kurikulum, dan guru PAI, disertai observasi proses pembelajaran serta analisis dokumen kurikulum. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka di SMP Kartini Taman berjalan secara mandiri dan sistematis dengan dukungan kebijakan sekolah, pelatihan guru, dan penyediaan sarana pembelajaran. Peluang utama yang muncul meliputi fleksibilitas perancangan modul ajar, penguatan profesionalisme guru, integrasi nilai-nilai Islam dalam proyek Profil Pelajar Pancasila, serta dukungan fasilitas digital yang mendorong pembelajaran kontekstual dan kolaboratif. Fleksibilitas Kurikulum Merdeka berfungsi sebagai medium pedagogis untuk mengintegrasikan nilai-nilai keislaman secara lebih aplikatif dan bermakna, sehingga memperluas fungsi PAI dari sekadar transmisi pengetahuan menuju pembentukan kesadaran religius dan karakter peserta didik secara holistik. Namun demikian, implementasi Kurikulum Merdeka juga menghadapi sejumlah tantangan seperti kesiapan guru dan siswa dalam beradaptasi, rendahnya motivasi belajar mandiri, keterbatasan sarana pembelajaran, serta kompleksitas administrasi dan sinkronisasi kebijakan.