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All Journal IQRO: Journal of Islamic Education Atthulab: Islamic Religion Teaching and Learning Journal Tsaqafatuna: Jurnal Ilmu Pendidikan Islam Al-Ihda' : Jurnal Pendidikan dan Pemikiran Edukasia: Jurnal Pendidikan dan Pembelajaran Influence: International Journal of Science Review Zona Education Indonesia ALMUSTOFA: Journal of Islamic Studies and Research Service
Irawan
UIN Sunan Gunung Djati Bandung, Indonesia
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Developing Learning Outcome Indicators in Akidah Akhlak Education: A Case Study in Islamic Junior Secondary Schools under the Merdeka Curriculum Rifdaa Aulia; Irawan; Ishma Shafiyatu Sa’diyah; Mohammad Husni Mubarok
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i1.53504

Abstract

This study aims to analyze the development of learning outcome indicators in the instructional planning of Akidah Akhlak for seventh-grade students in Phase D under the Merdeka Curriculum. The main issue lies in non-operational indicators, particularly in the affective domain, which limits effective assessment and character development. This study employed a qualitative case study design conducted at MTsN 01 Kota Bekasi, Indonesia. Data were collected through document analysis, observations, and interviews with a teacher. The analysis focused on the alignment between indicators, learning outcomes, student characteristics, and assessment practices. The results show that cognitive indicators are clearly formulated and measurable. However, affective indicators remain general, lack observable behavioral criteria, and are not integrated into assessment practices. These findings highlight the importance of developing operational and measurable affective indicators to support holistic learning. The study implies that teachers need greater support in designing indicator-based assessment frameworks and strengthening affective indicator formulation to ensure that character development objectives within Akidah Akhlak education can be assessed systematically and effectively under the Merdeka Curriculum.
Co-Authors Dikdik Firman Sidik Erni Haryanti Hadiyanto Hana Habibah Ma'mun Hidayat Ilham Nugraha Ishma Shafiyatu Sa’diyah iwan setiawan Kurahman, Opik Taupik Linda Tazkiyatul Munawaroh M. Iqbal Gelar Budiman M. Sidiq Jaelani Misbahudin Mohammad Husni Mubarok Mutia Alhaq Neng Vera Fachriyah Rifdaa Aulia Ripan Maulana Rizkarima Rohmat Mulyana Sapdi Sri Juwita Tedi Priatna