The Impact of the Independent Curriculum on Islamic Education Learning Outcomes: Evidence from Grade VII Students at SMP Negeri 6 Surakarta
DOI:
https://doi.org/10.23917/profetika.v25i03.18544Keywords:
independent curriculum, learning outcomes, islamic religious education, sdgs, pancasila student profileAbstract
Objective: This study aims to determine the implementation of the Merdeka Curriculum among class students and to determine the extent of its influence on the learning outcomes of class VII A students in SMP Negeri 6 Surakarta in the 2024/2025 academic year. Theoretical framework: This theory is based on theoretical concepts and previous findings related to the educational curriculum, especially the Merdeka Curriculum, learning outcomes, specifically Islamic religious education, and active student participation in learning. Literature review: There is a considerable amount of research on the Merdeka Curriculum, but that related to learning outcomes in Islamic religious education is still limited. Method: This study used a quantitative method by distributing questionnaires. The data were analysed using descriptive statistics techniques and processed using SPSS for Windows. Results: The study revealed two key findings. First, the Merdeka Curriculum in Islamic Religious Education contributes to the development of students who are not only academically proficient but also exhibit noble character and morals, in line with the Pancasila Student Profile. Second, the implementation of the Independent Curriculum significantly improved students' learning outcomes in Islamic Religious Education. It enhanced their understanding of religious concepts, promoted active participation in the learning process, and reinforced key character values such as tolerance, cooperation, and responsibility, in alignment with SDG 4.7 (education for sustainable development and global citizenship). Implications: The Independent Curriculum serves as a crucial factor in improving learning outcomes in Islamic Religious Education. Its emphasis on character-building and student-centred learning supports the broader goals of SDG 4 (inclusive and quality education). Novelty: This study examines the implementation of the Independent Curriculum in Islamic Religious Education, which has distinct material characteristics and learning approaches due to its emphasis on moral, spiritual, and character-building values.
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