Constructive Alignment In Islamic Religious Education: A Conceptual Framework For The Merdeka Curriculum

Abstract

The Constructive Alignment Model (CAM) has become a fundamental framework in higher education pedagogy, emphasizing the coherence between learning outcomes, teaching strategies, and assessment methods. This study aims to analyze the development of the Constructive Alignment model and its implementation in Islamic Religious Education (PAI) within the Merdeka Curriculum framework in Indonesia. Using a qualitative approach with literature review methodology, this research examines various academic sources, journals, and relevant documents related to constructive alignment and the Merdeka Curriculum. The findings reveal that the Constructive Alignment model has evolved significantly from a theoretical concept to a practical framework widely applied in curriculum design. In the context of the Merdeka Curriculum, the implementation of constructive alignment in PAI subjects demonstrates the potential to enhance holistic student development, integrating cognitive, affective, and psychomotor aspects. The research identifies that learning outcomes in PAI emphasize character development aligned with Pancasila values, while learning strategies incorporate participatory and project-based approaches. Assessment practices have shifted toward competency-based evaluation that encompasses ethical and behavioral dimensions. However, implementation gaps remain, including challenges in curriculum mapping and teacher training. This study contributes to the theoretical understanding of how constructive alignment can be contextualized within religious education and provides practical recommendations for educators in designing aligned PAI curricula. The integration of Islamic values with contemporary pedagogical approaches offers a pathway for creating meaningful and effective learning experiences that prepare students to navigate a multicultural society while remaining grounded in their religious identity.