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All Journal INCARE MUMTAZ: Jurnal Pendidikan Agama Islam
Erfan Habibi
Institut Sayyid Muhammad Alawi Al Maliki Bondowoso, Indonesia
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics

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The Dynamics of Student Learning Behavior in the Implementation of the Merdeka Curriculum Ach. Ubaidillah Al Jazili; Erfan Habibi; Nila Hanifiyah Hafid; Nuri Firdausiah
INCARE, International Journal of Educational Resources Vol. 6 No. 6 (2026): April 2026
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v6i6.1344

Abstract

This study examines the dynamics of student learning behavior in the implementation of the Merdeka Curriculum at MAN Bondowoso, focusing on cognitive, affective, and psychomotor aspects. Employing a qualitative approach with a descriptive case study design, data were collected through participant observation, in-depth interviews with 12 participants (vice principal for curriculum, Islamic Education teachers, general subject teachers, and students), and documentation study. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal three main themes. First, in the cognitive aspect, differentiated and project-based learning enhanced students' conceptual understanding, critical thinking, and problem-solving skills. Second, in the affective aspect, the reinforcement of the madrasah's religious culture and teacher role modeling fostered disciplined, responsible, and enthusiastic learning attitudes. Third, in the psychomotor aspect, active engagement in P5 activities, entrepreneurship bazaars, digital presentations, and religious practices developed students' creativity and practical skills. The changes in learning behavior were intentional, positive-active, and effective-functional, characterized by self-aware learning, active participation, and the ability to apply learning outcomes in daily life. The study also identified challenges including uneven teacher readiness, dynamic classroom management, limited facilities, and adaptation of affective assessment systems. Limitations of this study include its single-case context, limited duration, and scope of perspectives that require further expansion. This research recommends comparative and longitudinal studies, as well as the development of affective and psychomotor assessment instruments for future research.
The Dialectics of Tradition and Innovation: Hybridizing Peer Teaching within the Kitab Kuning Learning Ecosystem Erfan Habibi; Musyaffa Rafiqie; Moch. Imam Machfudi; Abd. Muhith; Abdul Hamid Achak
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3590

Abstract

Kitab Kuning learning in Salaf Islamic boarding schools (pesantren) faces a dialectic between preserving authoritative tradition (sanad, talaqqi) and adopting collaborative pedagogical innovation (peer teaching). This study aims to answer: How is this dialectic manifested in learning experiences, and what kind of hybrid pedagogy model can be developed? This study positions itself within the discourse of pedagogical glocalization, analyzing the negotiation between the traditional structure of pesantren and modern learning approaches through the lens of social construction theory. A phenomenological qualitative study was conducted in two Salaf Islamic boarding schools in East Java, involving 20 students and 4 teachers. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed thematically. The findings indicate that: (1) Peer teaching enhances student agency and metacognitive awareness, yet remains framed within teacher authority; (2) Conventional methods preserve the spirituality of talaqqi but limit critical space; (3) Cultural resistance leads to the adaptation of a “guided musyafahah” model as a form of hybridization. The implication is that Kitab Kuning learning requires a contextual model that integrates authoritative transmission and collaborative exploration.
The Dynamics of Student Learning Behavior in the Implementation of the Merdeka Curriculum Ach. Ubaidillah Al Jazili; Erfan Habibi; Nila Hanifiyah Hafid; Nuri Firdausiah
INCARE, International Journal of Educational Resources Vol. 6 No. 6 (2026): April 2026
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v6i6.1344

Abstract

This study examines the dynamics of student learning behavior in the implementation of the Merdeka Curriculum at MAN Bondowoso, focusing on cognitive, affective, and psychomotor aspects. Employing a qualitative approach with a descriptive case study design, data were collected through participant observation, in-depth interviews with 12 participants (vice principal for curriculum, Islamic Education teachers, general subject teachers, and students), and documentation study. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal three main themes. First, in the cognitive aspect, differentiated and project-based learning enhanced students' conceptual understanding, critical thinking, and problem-solving skills. Second, in the affective aspect, the reinforcement of the madrasah's religious culture and teacher role modeling fostered disciplined, responsible, and enthusiastic learning attitudes. Third, in the psychomotor aspect, active engagement in P5 activities, entrepreneurship bazaars, digital presentations, and religious practices developed students' creativity and practical skills. The changes in learning behavior were intentional, positive-active, and effective-functional, characterized by self-aware learning, active participation, and the ability to apply learning outcomes in daily life. The study also identified challenges including uneven teacher readiness, dynamic classroom management, limited facilities, and adaptation of affective assessment systems. Limitations of this study include its single-case context, limited duration, and scope of perspectives that require further expansion. This research recommends comparative and longitudinal studies, as well as the development of affective and psychomotor assessment instruments for future research.
Co-Authors Abd. Muhith Abdul Hamid Achak Ach. Ubaidillah Al Jazili Ach. Ubaidillah Al Jazili Moch. Imam Machfudi Musyaffa Rafiqie Nila Hanifiyah Hafid Nuri Firdausiah