<![CDATA[This study aims to analyze the effectiveness of the Islamic Religious Education (PAI) curriculum on the History of Islamic Culture (SKI) subject within the Merdeka Curriculum using the CIPP (Context, Input, Process, Product) evaluation model. The Merdeka Curriculum emphasizes learning flexibility, character strengthening, and holistic competency development, thus requiring a comprehensive evaluation of its implementation, particularly in PAI learning. This research employed a qualitative approach through literature study and document analysis, including curriculum documents, learning outcomes, and relevant previous studies. Data analysis techniques were carried out through data reduction, data presentation, and conclusion drawing based on the CIPP evaluation framework. The results indicate that from the context aspect, the Merdeka Curriculum for SKI material is relevant to students’ needs and national education goals. From the input aspect, the availability of teaching resources and teacher competencies is considered adequate, although limitations in understanding curriculum implementation remain. In terms of process, SKI learning has adopted a more active and contextual approach, yet its implementation has not been fully optimal. Meanwhile, from the product aspect, the curriculum contributes positively to improving students’ understanding of Islamic history and strengthening their religious character. This study is expected to provide evaluative insights and recommendations for the development and improvement of Islamic Religious Education learning, particularly SKI material within the Merdeka Curriculum.]]>
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