Implementasi Pendekatan Kurikulum Merdeka dalam Peningkatan Kualitas Pengajaran Pendidikan Agama Islam di Sekolah Dasar

Abstract

This research delves into the relationship between the implementation of the Curriculum Freedom Approach (Pendekatan Kurikulum Merdeka) and the improvement of the quality of teaching Islamic Education in Elementary Schools. Through the method of library research, this study explores relevant scholarly literature to understand the impact of the Curriculum Freedom Approach in the context of Islamic education. The Curriculum Freedom Approach provides freedom and flexibility in curriculum design, empowering schools, and teachers to adapt learning to local needs and student characteristics. Literature analysis results indicate that the implementation of the Curriculum Freedom Approach can enhance the quality of teaching in Islamic Education. Teachers have more flexibility in connecting religious teachings with local values, personalizing learning to suit student characteristics, and integrating more responsive teaching methods. By providing greater involvement to teachers and schools, the Curriculum Freedom Approach also has the potential to strengthen the relationship between formal education and local values, ensuring that religious education is contextual and relevant. In conclusion, the implementation of the Curriculum Freedom Approach has a positive impact on the quality of teaching Islamic Education in Elementary Schools. Flexibility in curriculum design provides space for teacher creativity, while emphasis on local values increases the attractiveness and relevance of learning. A deeper understanding of this relationship contributes significantly to education literature and provides a foundation for the development of more supportive and inclusive policies in the field of religious education.