Publisher

UINSIUINSI

Journal Southeast Asian Journal of Islamic EducationSoutheast Asian Journal of Islamic Education Abstract

This study examines the implementation of the Merdeka Curriculum in Al-Quran Hadith instruction at MTsN 1 Palu City. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with one Al-Quran Hadith teacher and three Grade VII students, and documentation review. The findings reveal that while teachers have adopted the required instructional frameworks, the practical application of differentiated instruction is significantly hindered by large class sizes (40 students per class) and disparities in students Quranic literacy. Teachers address these challenges by conducting remedial sessions outside of school hours, maintaining strict instructional control over digital devices, and fostering mentor-like personal relationships with students. The study concludes that the effectiveness of the Merdeka Curriculum in a madrasa setting depends not only on administrative adherence but also on the teachers ability to balance firm classroom management with a humanistic, responsive approach to student needs.

Conclusion

The successful implementation of the Merdeka Curriculum in Al-Quran Hadith instruction goes beyond mere curriculum compliance and largely depends on teachers ability to create responsive, student-centered learning environments.Effective implementation requires teachers to integrate differentiated instruction, adaptive assessment practices, appropriate use of technology, and continuous support for students religious development.These findings contribute to the discussion on curriculum reform in Islamic education by highlighting the importance of balancing pedagogical flexibility with classroom management and spiritual guidance.

Future Research

To enhance the implementation of the Merdeka Curriculum in Islamic education, future research should focus on exploring differentiated learning strategies that address the unique challenges of Al-Quran Hadith instruction. This includes developing innovative approaches to accommodate diverse student abilities and learning experiences, particularly in large classes. Additionally, further investigation is needed to understand how teachers can effectively integrate technology while preserving traditional skills and maintaining a focus on students spiritual development. By addressing these aspects, researchers can contribute to the development of more effective and inclusive teaching practices within the Merdeka Curriculum framework.

References

1. Improving Religious Literacy Through Islamic Religious Education Course Based On The Flipped Classroom... journal.umpo.ac.id/index.php/istawa/article/view/3107Improving Religious Literacy Through Islamic Religious Education Course Based On The Flipped Classroom journal umpo ac index php istawa article view 3107
2. Implementing Active Learning to Increase Student's Learning Interest in Islamic Religious Education... journal.uinsgd.ac.id/index.php/jpi/article/view/17437Implementing Active Learning to Increase Students Learning Interest in Islamic Religious Education journal uinsgd ac index php jpi article view 17437
3. Differentiation-Based Innovations in Islamic Education: A Study within Indonesia’s Merdeka Curriculum... ejournal.umm.ac.id/index.php/progresiva/article/view/37688Differentiation Based Innovations in Islamic Education A Study within IndonesiaAos Merdeka Curriculum ejournal umm ac index php progresiva article view 37688
4. Analisis Implementasi Kurikulum Merdeka dalam Pembelajaran PAI Berbasis Kebutuhan Siswa: Studi Kasus... doi.org/10.56832/edu.v5i1.1066Analisis Implementasi Kurikulum Merdeka dalam Pembelajaran PAI Berbasis Kebutuhan Siswa Studi Kasus doi 10 56832 edu v5i1 1066

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Pages	16
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