<![CDATA[Penelitian ini dilatarbelakangi oleh masih terbatasnya studi empiris yang secara spesifik mengkaji strategi pembelajaran Akidah Akhlak dalam implementasi Kurikulum Merdeka di tingkat sekolah menengah atas, padahal fenomena ini memiliki dampak signifikan terhadap efektivitas internalisasi nilai dan pembentukan karakter siswa. Tujuan penelitian ini adalah mengeksplorasi secara mendalam perencanaan, pelaksanaan, serta faktor pendukung dan penghambat strategi pembelajaran Kurikulum Merdeka pada mata pelajaran Akidah Akhlak kelas XI di SMA Al-Islam 1 Surakarta. Metode yang digunakan adalah kualitatif dengan desain studi kasus, melibatkan satu guru Akidah Akhlak dan sejumlah siswa kelas XI yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan analisis dokumen, kemudian dianalisis menggunakan teknik analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa strategi pembelajaran dilaksanakan secara fleksibel dan kontekstual melalui variasi metode seperti diskusi, inquiry, problem-based learning, serta integrasi kultur religius sekolah. Temuan ini memperkuat teori konstruktivisme sosial Vygotsky dan pembelajaran reflektif. Simpulan utama penelitian ini menegaskan pentingnya kapasitas reflektif guru dan dukungan institusional dalam keberhasilan implementasi kurikulum. Implikasinya mencakup pengayaan literatur pendidikan agama dan rekomendasi penguatan komunitas belajar guru serta supervisi akademik berkelanjutan. This study is motivated by the limited number of empirical investigations specifically examining instructional strategies in teaching Aqidah Akhlak within the implementation of the Merdeka Curriculum at the senior high school level, despite its significant impact on value internalization and character development among students. The purpose of this study is to explore in depth the planning, implementation, and supporting as well as inhibiting factors of instructional strategies applied in Grade XI Aqidah Akhlak classes at SMA Al-Islam 1 Surakarta. This research employed a qualitative approach using a case study design, involving one Aqidah Akhlak teacher and a selected group of Grade XI students chosen through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that instructional strategies were implemented in a flexible and contextual manner through various methods, including discussion, inquiry, problem-based learning, and the integration of the school’s religious culture. These findings support Vygotsky’s social constructivist theory and the concept of reflective teaching. The study concludes that teachers’ reflective capacity and strong institutional support are crucial to the successful implementation of the curriculum. The implications include theoretical contributions to Islamic education scholarship and practical recommendations for strengthening professional learning communities and sustained academic supervision.]]>
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