Implementasi Kurikulum Merdeka Belajar Dalam Mata Pelajaran Pendidikan Agama Islam Di SMAS Al-Hilal Ambon

Abstract

Along with the process of implementing the independent curriculum in schools in the field of study of Islamic religious education, students are not only given learning in the form of theory in the classroom, but students are also given practical activities that give them an understanding that is directly related to the material they have received, both existing outside the classroom and inside the classroom, this includes SMAS Al-Hilal Ambon itself, therefore the implementation of the independent learning curriculum in Islamic religious education subjects. The type of research used in this research is qualitative phenomenological research. This research was carried out from 30 October 2023 to 16 November 2023. Data collection techniques were carried out through observation, interviews and documentation. Data analysis

 techniques include data reduction, data presentation and drawing conclusions. The results of the research show that: 1) Actions in implementing the independent curriculum in Islamic religious education subjects, namely taking action in the form of responses taken from the school principal in relation to ministerial policies regarding the implementation of the independent learning curriculum by holding a meeting stage involving all teachers in the field studies at school. 2) Activities in implementing the independent curriculum in Islamic religious education subjects, activities in implementing the independent learning curriculum by carrying out activities in the form of training by facilitators, to train teachers in preparing learning outcomes (CP) which will later describe the Learning Objectives Flow (ATP). 3) Implementation of the independent curriculum in Islamic religious education subjects, implementation is a plan that has been prepared since this policy was published, therefore its implementation has not been effective or due to a lack of books to support teaching and learning in schools. 4) This motivational supporting factor is very important, especially in the current era of independent learning, students also need motivation from their teachers in participating in the learning process. 5) The inhibiting factor for infrastructure is something that is most needed, especially books that support the learning of Islamic religious education subjects. Thus, it can be concluded that the implementation of the independent learning curriculum at SMAS Al-Hilal Ambon must be improved to achieve the desired results together.