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All Journal Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan ALFIHRIS: Jurnal Inspirasi Pendidikan
Nurul Mubin
Universitas Sains Al-Qur’an Jawa Tengah Wonosobo
Education

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The Phenomenon of Curriculum Development Dynamics in Indonesia: Challenges, Adaptation, and Its Implications on Teacher Performance Mursidi; Tolkhah Khuriza; Nurul Mubin
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 2 (2026): April: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v4i2.1968

Abstract

Curriculum development and change are inevitable in the education system to meet the demands of the times. However, for teachers who stand in front of their classrooms every morning, curriculum change is like a tectonic earthquake. There's a classic adage often heard cynically in the teachers' lounge: "Change the minister, change the curriculum." This statement reflects fatigue, confusion, and the historical reality of our education system. However, on the other hand, we are also faced with an undeniable fact: the world is changing very rapidly. The Industrial Revolution 4.0, artificial intelligence, and global dynamics demand new competencies from the next generation. The curriculum, as the compass of education, inevitably must be recalibrated. This article examines the phenomenon of dynamic curriculum development in Indonesia, focusing on the challenges faced by teachers, the adaptation process, and its implications for the quality of learning. Based on a literature review and analysis of socio-educational phenomena, it was found that dynamic curriculum changes often create administrative and psychological burdens for teachers in the initial phase. However, with systemic support such as training, learning communities, and educational technology platforms, teachers can transform into more adaptive learning facilitators. This paper concludes that the success of curriculum change depends heavily on teacher readiness and support from the government and the school ecosystem.
Critical Analysis of the Shift in PAI Curriculum From the 2013 Curriculum to the Merdeka Curriculum: Opportunities and Challenges of Implementation Siti Chodijah; Umi Sifatul Rofiah; Nurul Mubin
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 8 No. 1 (2026): Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/vq46jc42

Abstract

This study aims to conduct a critical analysis of the paradigm shift in Islamic Education (PAI) from the 2013 Curriculum (K-13) to the Kurikulum Merdeka (Independent Curriculum). The primary focus of this research is to identify optimizable opportunities and strategic challenges faced by educators and educational institutions during the implementation process. The methodology employed is a qualitative approach using the library research method, where data were collected through documentation studies and processed using content analysis techniques. The results indicate fundamental differences between the two curricula, starting with a structural transformation from the rigid, competency-based structure of Core Competencies (KI) and Basic Competencies (KD) in K-13 to a more flexible framework based on Learning Outcomes (CP) per phase in Kurikulum Merdeka. This shift provides opportunities for pedagogical innovation, such as differentiated learning and character development through the Project for Strengthening the Profile of Pancasila Students (P5), which enhances the relevance of PAI materials through a more adaptable approach. However, field implementation faces challenges including educators' psychological readiness (culture shock), complexities in designing authentic formative assessments, and a digital literacy gap in utilizing the Platform Merdeka Mengajar (PMM). The critical analysis concludes that while Kurikulum Merdeka offers a more humanistic and contextual educational transformation, its success heavily depends on systemic support, continuous training, and intensive mentoring for teachers. Practically, this study implies that PAI educators must prioritize peer-mentoring through teacher communities and maximize the use of PMM to bridge the digital literacy gap, ensuring that this change does not become a mere administrative formality.
Islamic Religious Education Curriculum: Concepts, Implementation, and Challenges in the Modern Era Edi Saputra; Mujab; Nurul Mubin
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 8 No. 1 (2026): Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/9hhmqf24

Abstract

The Islamic Religious Education (PAI) curriculum plays a strategic role in shaping students' religious character. This study aims to examine the concept, implementation, and challenges of the PAI curriculum in the modern era. The method used was a qualitative literature study approach. The results of the study indicate that the PAI curriculum is not only oriented towards cognitive aspects, but also affective and psychomotor aspects. The implementation of the PAI curriculum faces various challenges, such as technological developments, social change, and the low integration of values ​​in learning. Therefore, adaptive and contextual curriculum innovation is needed to meet the needs of the times.
Co-Authors Edi Saputra Mujab Mursidi Siti Chodijah Tolkhah Khuriza Umi Sifatul Rofiah