Integrating SDGs into the Independent Curriculum in IRE and Ethics: Evidence from North Jakarta High Schools
DOI:
https://doi.org/10.23917/profetika.v27i02.18447Keywords:
sdgs integration, independent curriculum, ire, ethics education, sustainable education policyAbstract
Objective: This study examines the integration of the Sustainable Development Goals (SDGs) into the implementation of the Independent Learning Curriculum in Islamic Religious Education (IRE) and Ethics subjects at two North Jakarta high schools. In line with SDG 4 (Quality Education), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals), the research aims to: (1) analyze curriculum planning; (2) describe classroom implementation; (3) explain the evaluation system; and (4) identify driving and inhibiting factors in integrating SDGs-oriented learning. Theoretical framework: The theoretical framework draws upon constructivist learning theory, curriculum reform theory, and Islamic character education, emphasizing student-centered, values-based, and transformative learning. Literature review: A review of recent literature highlights that integrating SDGs into religious education strengthens global citizenship, ethical awareness, and social responsibility, yet empirical evidence in Indonesian IRE contexts remains limited. Methods: This research employs a qualitative naturalistic field approach. Data were collected through observation, in-depth interviews, and documentation at SMA Al Jihad and SMA Al Khairiyah, and analyzed using the Miles and Huberman interactive model. Results: Findings reveal that curriculum planning involves a structured selection and training process for school leaders and comprehensive preparation of teaching documents. Implementation in Grade X applies TaRL (Teaching at the Right Level) and PJBL (Project-Based Learning), incorporating community resource persons to contextualize SDGs values. Evaluation adopts Assessment of Learning, for Learning, and as Learning, utilizing diagnostic, formative, and summative assessments conducted transparently and accountably. Driving factors include strong leadership readiness, teacher collaboration, parental involvement, and supportive socio-cultural environments. Inhibiting factors involve limited teacher references, insufficient experience, and inadequate learning facilities. Implications: The study implies that systematic SDGs integration in IRE and Ethics enhances ethical competence, social piety, and institutional accountability. Novelty: The novelty lies in providing empirical evidence of SDGs mainstreaming within Indonesia’s Independent Curriculum in Islamic secondary education.
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