<![CDATA[Policy changes in the curriculum have a significant impact on educational institutions. The "Kurikulum Merdeka" (Independent Curriculum) implemented by the government presents both challenges and opportunities for improving the quality of education in Indonesia. The purpose of this article is to discuss the implementation of the Kurikulum Merdeka in Islamic Religious Education and Character Education learning at SMP Negeri 3 Banjarbaru, which has implemented the Kurikulum Merdeka for the first cohort. The study acknowledges the obstacles and challenges faced by teachers there. This research is a qualitative field study. Data collection techniques used in this study include observation, interviews, and documentation. Data processing involves collecting, classifying, verifying, and concluding data.The results of the study on the implementation of the Kurikulum Merdeka in Islamic Religious Education and Character Education at SMP Negeri 3 Banjarbaru show that the process begins with lesson planning by subject teachers, which includes analyzing learning outcomes, formulating learning objectives, designing learning objective sequences, and developing teaching modules. The learning process is carried out through preliminary activities, core activities, and closing activities. The implementation of the P5 (Project-Based Learning) is running well, with several themes being successfully executed, including entrepreneurship, building spirit and body, and sustainable lifestyle. The assessments used include diagnostic, formative, and summative assessments. The supporting aspects of the Kurikulum Merdeka implementation are the readiness of teachers and students, adequate facilities and infrastructure, and support from various parties. The inhibiting aspects are the teachers' understanding and experience, student motivation, and the perceived insufficient allocation of time.]]>
Copyrights © 2024
