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All Journal Didaktika: Jurnal Kependidikan Murabbi: Pendidikan Guru Madrasah Ibtidaiyah
Afeefa Binti Aminuddin
Universiti Kebangsaan Malaysia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Analysis of the Merdeka Curriculum in Enhancing Student Competencies in the Digital Era Koko Adya Winata; Afeefa Binti Aminuddin; Hisny Fajrussalam
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3663

Abstract

The rapid development of digital technology has compelled the education sector to undertake curricular transformation in order to prepare students for the challenges of the twenty-first century. The Merdeka Curriculum has emerged as a strategic policy that emphasises learning flexibility, character development, and the strengthening of digital literacy competencies as essential prerequisites for navigating the modern era. This study aims to analyse the contribution of the Merdeka Curriculum to enhancing student competencies in the digital era. A qualitative approach with descriptive analysis is employed through library research methods, encompassing an in-depth review of relevant literature, analysis of official curriculum documents, and participatory observation of learning practices in the field as supporting secondary data. The findings indicate that the Merdeka Curriculum possesses strong potential to foster digital competencies, including critical thinking, creativity, collaboration, communication, and technological literacy skills. However, its effectiveness is highly dependent on teachers’ pedagogical readiness, the quality of instructional resources, the availability of technological infrastructure, and an adaptive school culture that embraces innovation. This study underscores the importance of strengthening teacher capacity, providing adequate digital facilities, and systematically integrating technology-based learning to ensure the optimal achievement of the Merdeka Curriculum’s objectives. These findings contribute to the development of educational policy and enrich scholarly discourse on the implementation of competency-based curricula in the digital era.
INOVASI KURIKULUM PENDIDIKAN ISLAM DI MADRASAH IBTIDAIYAH BERBASIS PEMBELAJARAN KOLABORATIF UNTUK MENINGKATKAN KOMPETENSI ABAD 21 Koko Winata; Kania Dewi; Rizwan Martiadi; Afeefa Binti Aminuddin; Edy Sofyan
MURABBI Vol. 5 No. 1 (2026): Jurnal Murabbi
Publisher : Prodi PGMI STAI Sabili Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69630/jm.v5i1.94

Abstract

This study aims to analyse innovations in the Islamic education curriculum at Madrasah Ibtidaiyah based on collaborative learning in improving the quality of learning and students’ twenty-first-century competencies. The study employed a qualitative approach using the library research method. Data were obtained from accredited national journals, international journals, academic books, and educational policy documents relevant to the last five years. Data collection techniques were conducted through a systematic literature review, while data analysis employed thematic analysis through data reduction, categorisation, interpretation, and conclusion drawing. The findings indicate that curriculum innovation based on collaborative learning is capable of creating more active, participatory, and contextual learning processes in Madrasah Ibtidaiyah. This approach contributes to the enhancement of communication skills, collaboration, academic literacy, as well as the strengthening of Islamic values and students’ character development. The integration of digital technology also supports learning effectiveness and broadens access to learning resources. However, the implementation of curriculum innovation still faces several challenges, including limited teacher competence, inadequate infrastructure, and low levels of digital literacy. Therefore, strengthening teachers’ capacities and institutional support is necessary to ensure the optimal implementation of a collaborative learning-based curriculum.
Co-Authors Edy Sofyan Hisny Fajrussalam Kania Dewi Koko Winata Rizwan Martiadi Winata, Koko Adya