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All Journal Akademika Al-Munawwarah : Jurnal Pendidikan Islam
Fatnun Fajriyah
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Economics, Econometrics & Finance Education Social Sciences Other

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Transformasi Nilai Moderasi dalam Kurikulum Pendidikan Islam(Kajian Sejarah Sosial dari Pesantren Tradisional ke Pendidikan Modern) Fatnun Fajriyah; Reza Zanjabila; Nimatuz Zuhroh; Moh. Padil
Akademika Vol 20 No 1 (2026): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/74846q80

Abstract

Moderasi beragama menjadi isu penting dalam merespons dinamika sosial kontemporer yang ditandai oleh munculnya radikalisme, intoleransi, dan polarisasi sosial. Dalam konteks tersebut, pendidikan Islam memiliki peran strategis dalam menanamkan nilai-nilai moderasi yang berakar pada tradisi keilmuan pesantren dan berkembang dalam sistem pendidikan modern. Penelitian ini bertujuan menganalisis transformasi nilai moderasi dalam kurikulum pendidikan Islam melalui pendekatan sejarah sosial, khususnya dari tradisi pendidikan pesantren menuju sistem pendidikan Islam modern. Penelitian menggunakan metode kualitatif dengan pendekatan sejarah sosial serta studi literatur yang meliputi karya klasik ulama, dokumen kurikulum pendidikan Islam, dan penelitian kontemporer. Hasil penelitian menunjukkan bahwa pesantren tradisional telah menanamkan nilai moderasi melalui pengajaran kitab klasik, praktik kehidupan santri, serta relasi sosial yang menekankan keseimbangan antara ilmu, akhlak, dan kehidupan bermasyarakat. Nilai tersebut mengalami transformasi pada era modern melalui integrasi kurikulum nasional, penguatan pendidikan karakter, serta pengembangan moderasi beragama dalam kebijakan pendidikan. Transformasi tersebut tidak menghilangkan tradisi pesantren, tetapi menempatkan kembali nilai moderasi dalam konteks pendidikan Islam modern. Dengan demikian, penguatan moderasi dalam kurikulum pendidikan Islam merupakan proses historis berkelanjutan yang berperan dalam membentuk sikap keagamaan inklusif, toleran, dan proporsional dalam masyarakat plural di Indonesia
Kesenjangan Normatif-Empiris Implementasi Kurikulum Merdeka: Analisis Kritis Integrasi Nilai Islam dan Profil Pelajar Pancasila di SMP IT Al-Amanah Ciamis Muhammad Sholeh Afif; Fatnun Fajriyah; Putri Ulia Rahma; Ni'matul Mahmudah
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 2 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i2.794

Abstract

Previous studies indicate that the implementation of the Merdeka Curriculum continues to exhibit disparities between policy design and educational practice across schools. These challenges are more pronounced in Integrated Islamic Schools located in rural areas, where the national curriculum must be aligned with institutional characteristics, religious values, and limited educational resources. Despite this context, comprehensive studies examining the interrelationship among curriculum philosophy, curriculum structure, instructional practices, assessment, the Projek Penguatan Profil Pelajar Pancasila (P5), and institutional capacity remain limited. This study aims to analyze the implementation of the Merdeka Curriculum at SMP IT Al-Amanah, Ciamis Regency, by examining the alignment between curriculum design and its implementation in educational practice. A qualitative approach with a case study design was employed. Data were obtained from the 2025/2026 School-Based Curriculum (Kurikulum Satuan Pendidikan), supported by a literature review. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, while source triangulation was employed to enhance the credibility of the findings. The findings reveal that the Merdeka Curriculum has been implemented through intraclass learning, the Projek Penguatan Profil Pelajar Pancasila (P5), assessment based on the Learning Objective Achievement Criteria (Kriteria Ketercapaian Tujuan Pembelajaran [KKTP]), and the integration of Fiqh as a subject reinforcing the school's Islamic identity. The curriculum's flexibility provides opportunities to adapt learning to students' characteristics and the local context. However, its effectiveness is still influenced by teachers' pedagogical capacity, limited learning facilities, and institutional support. These findings suggest that optimizing the implementation of the Merdeka Curriculum requires strengthening teachers' professional competence, improving educational infrastructure, and promoting adaptive and sustainable school governance.
Co-Authors Moh. Padil Muhammad Sholeh Afif Ni'matul Mahmudah Nimatuz Zuhroh Putri Ulia Rahma Reza Zanjabila