<![CDATA[The implementation of the Merdeka Curriculum emphasizes student-centered, contextual, and holistic learning aimed at developing both competencies and character. In the subject of Qur’an and Hadith, this paradigm requires innovative learning models that go beyond textual mastery toward deep understanding, internalization of values, and practical application of Islamic teachings in daily life. This study aims to evaluate the effectiveness of Qur’an and Hadith learning within the framework of the Merdeka Curriculum through the application of Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL) at the secondary school level. Using a qualitative descriptive approach with library research and conceptual analysis, this study draws on relevant scholarly literature and the educational perspectives of Rasyidi regarding integrative and meaningful Qur’an and Hadith instruction. The findings indicate that Project-Based Learning enhances students’ active engagement, critical thinking, collaboration, and creativity in exploring the meanings of Qur’anic verses and prophetic traditions. Meanwhile, the contextual approach enables students to relate revealed texts to real-life situations, thereby strengthening the internalization and actualization of Islamic values. It can be concluded that the integration of Project-Based Learning and Contextual Teaching and Learning in Qur’an and Hadith instruction under the Merdeka Curriculum is effective in developing students’ cognitive, affective, and psychomotor domains in a balanced manner and in reinforcing their religious character at the secondary school level]]>
Copyrights © 2026
