Analisis kurikulum merdeka dan deep learning: Transformasi paradigma dan implikasinya terhadap pendidikan Islam

Hairul Amin (Universitas Islam Negeri Sultan Syarif Kasim)
Helmiati (Universitas Islam Negeri Sultan Syarif Kasim)
Hariza Hasyim (Universitas Islam Negeri Sultan Syarif Kasim)
Sekarmaji Sirulhaq (STAI Pelabuhan Ratu Sukabumi)
Irfan Abdurrahman (STAI Pelabuhan Ratu Sukabumi)

Idarah Tarbawiyah: Journal of Management in Islamic Education
Vol. 7 No. 8 (2026)

This article examines the integration of the Merdeka Curriculum and the deep learning approach in Islamic education through a systematic literature review following PRISMA guidelines, synthesizing scholarly articles, policy documents, and academic sources published between 2020 and 2026. The findings reveal a strong philosophical alignment between the Merdeka Curriculum and deep learning, both of which emphasize student-centered learning, contextual understanding, higher-order thinking skills, and meaningful, reflective learning experiences. However, their implementation faces several challenges, including limited pedagogical competence among teachers, disparities in educational infrastructure, suboptimal curriculum integration at the operational level, and insufficient institutional support for professional development. The study highlights that the successful integration of these approaches requires comprehensive support from the educational system. The review contributes to the development of deep learning within an Islamic epistemological framework and demonstrates that contemporary pedagogical innovations can be meaningfully adapted without compromising Islamic values. It concludes that the effective integration of the Merdeka Curriculum and deep learning requires systemic transformation through policy coherence, teacher capacity building, equitable infrastructure development, and the cultivation of reflective school cultures to foster a generation of Muslim learners who are critical, adaptive, morally grounded, and firmly rooted in Islamic values. Abstrak Artikel ini mengkaji integrasi Kurikulum Merdeka dan pendekatan deep learning dalam pendidikan Islam melalui systematic literature review berdasarkan pedoman PRISMA terhadap berbagai artikel ilmiah, dokumen kebijakan, dan sumber akademik terbitan 2020–2026. Hasil kajian menunjukkan adanya keselarasan filosofis antara Kurikulum Merdeka dan deep learning yang sama-sama menekankan pembelajaran berpusat pada peserta didik, pemahaman kontekstual, pengembangan kemampuan berpikir tingkat tinggi, serta pembelajaran yang bermakna dan reflektif. Implementasinya masih menghadapi berbagai tantangan, meliputi keterbatasan kompetensi pedagogis guru, kesenjangan infrastruktur pendidikan, belum optimalnya integrasi kurikulum pada tingkat operasional, serta lemahnya dukungan institusional terhadap pengembangan profesional pendidik. Temuan penelitian menegaskan bahwa keberhasilan integrasi kedua pendekatan memerlukan dukungan sistem pendidikan yang komprehensif. Kajian ini berkontribusi pada pengembangan konsep deep learning dalam perspektif epistemologi Islam sekaligus menunjukkan bahwa inovasi pedagogis modern dapat diadaptasi tanpa mengabaikan nilai-nilai keislaman. Penelitian menyimpulkan bahwa integrasi Kurikulum Merdeka dan deep learning memerlukan transformasi sistemik melalui penguatan kebijakan, peningkatan kapasitas guru, pemerataan infrastruktur, serta pengembangan budaya sekolah yang reflektif guna membentuk generasi muslim yang kritis, adaptif, berkarakter, dan berlandaskan nilai-nilai Islam.