Transformation of the Aqidah–Akhlaq Learning Approach: From the Content-Based Curriculum (K13) to the Competency-Based Curriculum in the Merdeka Curriculum at Madrasah Aliyah Negeri 1 Surakarta
DOI:
https://doi.org/10.51468/jpi.v8i2.1508Keywords:
Aqidah Akhlak Learning, Curriculum Transformation, Competency-Based Curriculum, Merdeka Curriculum.Abstract
This study explores the transformation of the Aqidah Akhlak learning approach from the Content-Based Curriculum of the 2013 Curriculum (K13) to the Competency-Based approach implemented in the Merdeka Curriculum at Madrasah Aliyah Negeri 1 Surakarta. The research aims to analyze how the shift in curriculum orientation influences the learning process, student engagement, and the development of students’ moral and religious competencies. The study employs a qualitative research approach to obtain an in-depth understanding of the implementation of the new learning paradigm in Aqidah Akhlak instruction. The methodology used in this research is a qualitative case study. Data were collected through classroom observations, semi-structured interviews, and documentation. The research involved 30 students as the primary participants, along with supporting information obtained from teachers and learning documents. The data analysis process was conducted through data reduction, data display, and conclusion drawing to identify patterns of change in learning approaches and student responses to the curriculum transformation. The results of the study indicate that the implementation of the Competency-Based approach in the Merdeka Curriculum significantly enhances students’ active participation and character development in Aqidah Akhlak learning. Approximately 83% of students demonstrated improved engagement during interactive and competency-oriented learning activities, while 78% showed better understanding of moral values through contextual learning methods. In addition, about 80% of students exhibited increased critical thinking and reflective attitudes toward ethical and religious issues discussed in class. These findings suggest that the transformation from a content-oriented learning model to a competency-based approach contributes positively to the effectiveness of Aqidah Akhlak learning and supports the development of students’ character and moral awareness
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