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All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Tarbiatuna: Journal of Islamic Education Studies
Laila Fathimah
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Religion Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Transformasi Kurikulum Indonesia: Adaptasi Kebijakan Pendidikan di Era Globalisasi Melalui Kurikulum Merdeka dan Integrasi Deep Learning Laila Fathimah; Muhammad Sofwan; Ilham Putra Pratama; Siti Halimah
Tarbiatuna:  Journal of Islamic Education Studies Vol. 5 No. 2 (2025): Tarbiatuna:  Journal of   Islamic Education Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/tarbiatuna.v5i2.8836

Abstract

Curriculum policy in Indonesia continues to transform dynamically in response to the challenges of globalization and the demands of internal reform. This study aims to analyze the evolution of national curriculum policy in the post-reform era and examine the implementation of the Kurikulum Merdeka (Independent Curriculum) as well as the integration of Deep Learning as adaptive strategies for addressing the complexities of the 21st century. Utilizing a literature review method, this research synthesizes data from laws and regulations, government policy documents, and various relevant scientific articles. The analysis reveals that the evolution of the curriculum from the Competency-Based Curriculum (KBK) of 2004 to the Kurikulum Merdeka represents a logical journey from a centralized paradigm to full decentralization and autonomy. The Kurikulum Merdeka, grounded in the philosophies of humanism, social constructivism, and local wisdom, emerges as a response to the need for more personalized and contextual learning. Furthermore, the integration of Deep Learning through content development, technology-based projects, and industry collaboration is identified as a strategic step in equipping students with digital competencies relevant to the Fourth Industrial Revolution. It is concluded that this adaptive curriculum policy has significant potential to enhance national competitiveness; however, its success heavily relies on the education system's ability to overcome fundamental challenges such as equitable infrastructure quality and the continuous improvement of teacher capacity.
Analisis Komponen Evaluasi Pembelajaran pada Modul Ajar Guru PAI di SMK Negeri 1 Sei Suka Laila Fathimah; Nurmawati Nurmawati; Yusranida Hidayati; Ilham Putra Pratama; Muhammad Sofwan
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8342

Abstract

Although the evaluation of Islamic Religious Education (PAI) learning has received attention in previous studies, research that specifically investigates the completeness and quality of evaluation components in Kurikulum Merdeka-based PAI teaching modules at the vocational high school level remains limited. This study aimed to analyze the completeness, appropriateness, and quality of learning evaluation components in PAI teaching modules developed by teachers at SMK Negeri 1 Sei Suka. A qualitative approach was employed using a case study design grounded in document analysis, involving 3–4 PAI teachers selected through purposive sampling. Data were collected through document analysis of PAI teaching modules and semi-structured interviews, and were then analyzed using content analysis and thematic analysis. The findings indicate that the PAI teaching modules generally include diagnostic, formative, and summative assessments and, for the most part, align with the principles of authentic assessment in Kurikulum Merdeka. However, variations in quality were still identified, particularly in the clarity of rubrics for assessing attitudes, the accuracy of assessment indicators, and the systematization of follow-up learning programs in the form of remedial and enrichment activities. These findings contribute to the development of learning evaluation theory and authentic assessment in Islamic education and broaden the understanding of PAI learning evaluation practices in vocational high schools. The study concludes that the systematic, measurable, and authentic development of learning evaluation components plays an important role in improving the quality of PAI instruction and recommends sustained support for teachers through training and mentoring in assessment development. The implications of this study include theoretical contributions to enriching the literature on PAI learning evaluation and practical implications for schools and teacher professional development, while also opening up opportunities for further research on the influence of evaluation quality on student learning outcomes and character formation.
Analisis Kemampuan Dosen dalam Menyusun RPS Berbasis Outcome-Based Education Yusranida Hidayati; Siti Halimah; Laila Fathimah; Ilham Putra Pratama; Muhammad Sofwan
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8420

Abstract

Although the implementation of Outcome-Based Education (OBE) has received considerable attention in higher education research, studies that specifically examine lecturers’ ability to design OBE-based Semester Learning Plans (Rencana Pembelajaran Semester, RPS) for Islamic Religious Education courses remain limited. This study aimed to analyze lecturers’ ability to develop an OBE-based RPS for the course Evaluation of Islamic Religious Education Learning. The study employed a qualitative approach with a document analysis design, involving a single RPS document as the primary data source. Data were collected through a systematic document review using an OBE-based RPS analysis instrument and were analyzed with descriptive–analytical techniques. The findings indicate that the lecturer’s ability to design an OBE-based RPS falls into the “good” category, as reflected in the alignment between learning outcomes, instructional strategies, and assessment techniques. Nevertheless, several components still require refinement, particularly in formulating measurable performance indicators and clarifying the explicit linkage between Course Learning Outcomes (Capaian Pembelajaran Mata Kuliah, CPMK), learning activities, and assessment. These findings contribute to the development of the concept of OBE implementation in higher education and extend understanding of instructional planning practices in the context of Islamic Religious Education. The study concludes that the clarity of learning outcome indicators plays a crucial role in the effectiveness of OBE-based instructional planning and recommends strengthening the capacity of lecturers and study programs in developing outcome-oriented RPS documents. The implications of this research include theoretical contributions to enriching the OBE literature and practical implications for higher education institutions in improving the quality of instructional planning, while also opening avenues for further studies on the alignment between OBE-based planning and classroom implementation.
Co-Authors Ilham Putra Pratama Muhammad Sofwan Nurmawati Nurmawati Siti Halimah Yusranida Hidayati