Model Pembelajaran Kurikulum Merdeka Belajar pada Bidang Studi Pendidikan Agama Islam dan Budi Pekerti di SMK Kreatif Hasbullah Bahrul Ulum Tambakberas Jombang

Abstract

This study aims to analyze the implementation of the Independent Curriculum learning model in Islamic Religious Education and Character Building subjects at Hasbullah Bahrul Ulum Tambakberas Jombang Creative Vocational School. This research is motivated by the shift in the learning paradigm in the Independent Curriculum, which emphasizes learning flexibility, character building, and active student involvement in the learning process. The study used a qualitative approach with a case study design to deeply understand learning practices that occur in the school context. The research subjects included Islamic Religious Education teachers, school principals, and students selected through purposive sampling techniques. Data were collected through semi-structured interviews, participatory observation, and documentation studies of learning tools and educational activities at the school. Data analysis was conducted using an interactive analysis model that includes data reduction, data presentation, and drawing conclusions. The results show that the implementation of the Independent Curriculum learning model in Islamic Religious Education and Character Building is characterized by three main themes: flexibility in lesson planning, the application of active learning models that encourage student participation, and strengthening religious character through contextual learning integrated with the school's religious culture. These findings suggest that integrating active learning strategies with a religious school environment can strengthen students' understanding of religious values ​​while simultaneously shaping their moral and spiritual character. This research contributes theoretically to the development of Islamic education studies related to the implementation of the Independent Curriculum and offers practical implications for teachers and educational institutions in developing more contextual and character-oriented learning models. Future research is recommended to examine the implementation of similar learning in different school contexts to gain a more comprehensive understanding.