Opportunities and Challenges of the Merdeka Curriculum in the Islamic Religious Education Subject at SMA Negeri 1 Sakra, East Lombok

Abstract

Education in Indonesia is undergoing significant transformation in tandem with technological advancements, with the Merdeka Curriculum emerging as a response to the demands of the modern era, particularly in the context of Industry 4.0. This curriculum introduces flexibility and innovation in learning approaches but also encounters challenges such as resource limitations and the necessity for teacher training. At SMA Negeri 1 Sakra in East Lombok, the implementation of the Merdeka Curriculum since the 2022/2023 academic year has presented opportunities for more varied and inclusive teaching methods, particularly in Islamic Religious Education (PAI), while also confronting challenges in balancing theological and practical aspects.This research aims to explore the opportunities and challenges of the Merdeka Curriculum within the Islamic Religious Education subject at SMA Negeri 1 Sakra, East Lombok Regency. Utilizing a qualitative approach with a descriptive naturalistic method, the study focuses on direct observation and a holistic understanding of the phenomena at SMA Negeri 1 Sakra, East Lombok. Data collection is conducted through observation, interviews, and documentation, employing interactive analysis based on the Miles and Huberman model to examine the implementation of the Merdeka Curriculum.The findings of this study reveal that the opportunities perceived by SMA Negeri 1 Sakra, East Lombok, after implementing the Merdeka Curriculum include enhanced enthusiasm among educators to develop their capacities, increased student engagement and activity in the classroom, and the school's ability to cultivate a learning ecosystem that is more student-centered. However, the school also faces challenges, such as the need to shift the mindset of both teachers and students, the task of harmonizing diverse Islamic values among students and teachers, the difficulty of creating enjoyable and high-quality learning experiences, and the issue of resource constraints.

Full text

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
2628
Opportunities and Challenges of the Merdeka Curriculum in the Islamic
Religious Education Subject at SMA Negeri 1 Sakra, East Lombok
Rumawang1*, Muhammad Zainul Ansori1, Armawan1, Jamaludin1, Moh. Liwa Irrubai1
1Master's Program in Islamic Religious Education, Universitas Islam Negeri Mataram, Indonesia
*Corresponding Author: rumawangspdi@gmail.com
Article History
Received : September 06th, 2024
Revised : Oktober 17th, 2024
Accepted : Oktober 25th, 2024
Abstract: Education in Indonesia is undergoing significant transformation in
tandem with technological advancements, with the Merdeka Curriculum
emerging as a response to the demands of the modern era, particularly in the
context of Industry 4.0. This curriculum introduces flexibility and innovation
in learning approaches but also encounters challenges such as resource
limitations and the necessity for teacher training. At SMA Negeri 1 Sakra in
East Lombok, the implementation of the Merdeka Curriculum since the
2022/2023 academic year has presented opportunities for more varied and
inclusive teaching methods, particularly in Islamic Religious Education
(PAI), while also confronting challenges in balancing theological and
practical aspects.This research aims to explore the opportunities and
challenges of the Merdeka Curriculum within the Islamic Religious Education
subject at SMA Negeri 1 Sakra, East Lombok Regency. Utilizing a qualitative
approach with a descriptive naturalistic method, the study focuses on direct
observation and a holistic understanding of the phenomena at SMA Negeri 1
Sakra, East Lombok. Data collection is conducted through observation,
interviews, and documentation, employing interactive analysis based on the
Miles and Huberman model to examine the implementation of the Merdeka
Curriculum.The findings of this study reveal that the opportunities perceived
by SMA Negeri 1 Sakra, East Lombok, after implementing the Merdeka
Curriculum include enhanced enthusiasm among educators to develop their
capacities, increased student engagement and activity in the classroom, and
the school's ability to cultivate a learning ecosystem that is more student-
centered. However, the school also faces challenges, such as the need to shift
the mindset of both teachers and students, the task of harmonizing diverse
Islamic values among students and teachers, the difficulty of creating
enjoyable and high-quality learning experiences, and the issue of resource
constraints.
Keywords: Implementation of the Merdeka Curriculum, Islamic Religious
Education
INTRODUCTION
Education in Indonesia is undergoing rapid
development in line with advancements in
technology and changing times(Sudarmo et al.,
2021). The curriculum, as a key component of the
education system, is also evolving to align with
scientific progress and societal needs(Stuckey et
al., 2013). In this context, the Kurikulum
Merdeka (Independent Curriculum) has emerged
as a reform effort aimed at adapting the learning
process to the challenges of the times,
particularly in the face of the Industry 4.0 era
characterized by advancements in digital
technology and shifts in societal thinking(Nadiya
et al., 2024). The Industry 4.0 revolution has a
significant impact on perspectives towards
education and the role of educators(Oke &
Fernandes, 2020). With key features such as
artificial intelligence, big data, and the Internet of
Things (IoT), this era drives profound changes in
social interaction patterns and learning processes.
The Kurikulum Merdeka was developed in
response to the need to prepare students to adapt
to these changes, emphasizing flexibility,
innovation, and student empowerment in the
learning process(Simarmata & Mayuni, 2023).
SMA Negeri 1 Sakra East Lombok, East
Lombok Regency, the implementation of the
Kurikulum Merdeka began in the 2022/2023
academic year. The Merdeka Belajar (Freedom to
Learn) concept underlying this curriculum
provides students with the freedom to explore
and optimize their potential, as well as offering
ISSN (Print): 2502-7069; ISSN (Online): 2620-8326

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
2629
teachers the space to innovate in teaching
methods. However, this implementation also
faces various challenges that need to be identified
and addressed to ensure its effectiveness.
Opportunities offered by the Kurikulum Merdeka
include the potential for teachers to adopt more
varied, project-based, and contextual teaching
methods, as well as integrating character
education. Challenges include resource
limitations, consistency in implementation, and
the need for adequate teacher training.
In the context of Islamic Religious
Education (PAI), the Kurikulum Merdeka offers
the potential to develop more inclusive and
relevant learning, but also faces specific
challenges related to balancing theological and
practical aspects of the curriculum. Therefore,
this study aims to explore the opportunities and
challenges in implementing the Kurikulum
Merdeka in Islamic Religious Education at SMA
Negeri 1 Sakra, East Lombok Regency, with the
hope of contributing to the improvement and
development of the curriculum in the future. This
study provides novelty by examining how the
Kurikulum Merdeka is implemented in the local
context of SMA Negeri 1 Sakra East Lombok,
specifically in Islamic Religious Education. The
main focus is on innovations in teaching methods
that combine contextual approaches, such as
project-based learning and integration with other
disciplines. The study also explores how the
Kurikulum Merdeka addresses specific
challenges in religious teaching by adapting
teaching materials to local needs and student
characteristics, offering new insights into
curriculum adaptation in different contexts
compared to implementations in other regions.
METHODS
This study employs a qualitative approach
with a descriptive naturalistic method,
prioritizing natural field observations. According
to Sugiyono, qualitative research is conducted
according to field conditions and focuses on
meaning rather than quantitative data(Lexy,
2002). Moleong adds that qualitative research
aims to understand phenomena holistically
through word descriptions in natural
contexts(Moleong, 2019). As Nasution explains,
this research is naturalistic because it is not
manipulated or controlled through
experiments(Nasution, 2023). This study uses a
descriptive method to explore social, cultural,
and human behavioral phenomena in depth,
focusing on depicting existing conditions without
generalization.
In qualitative research, the researcher
serves as the primary instrument for collecting
and analyzing data(Xu & Storr, 2012). The
researcher is directly involved with participants
through observation, interviews, and
documentation, and must consider personal bias
in data analysis. The researcher will use an
interactive analysis method, including data
collection, data reduction, data presentation, and
data verification according to the Miles and
Huberman analysis model. This process ensures
that the collected data is relevant and in-depth,
allowing the researcher to gain comprehensive
insights into the studied phenomena.
The research was conducted at SMA
Negeri 1 Sakra Lombok Timur, chosen due to the
implementation of the Merdeka Belajar
Curriculum at the school. The selection of this
location is based on its uniqueness and relevance
to the research topic. Primary data sources
include the principal, the vice principal for
curriculum, Islamic Education teachers, and
students. Secondary data includes related
documents such as school profiles, curricula, and
activity reports. Data collection procedures
involve direct observation, structured and
unstructured interviews, and documentation to
ensure that the collected data is valid and
accurate.
FINDINGS AND DISCUSSION
Findings
Opportunities for Implementing the Merdeka
Curriculum in Islamic Education Subjects
To embrace national change and progress,
one of the steps that can be taken is to reconstruct
the education system by aligning it with the
times, through education that liberates and
humanizes individuals. In the Merdeka Belajar
concept, teachers and students collaborate in the
learning process, where the teacher is not an
absolute source of truth but a facilitator who
helps students explore truth and develop their
critical thinking skills. By leveraging
advancements in technology and the internet,
education can inspire innovation, independence,
and creativity for both teachers and
students(Azmi & Iswanto, 2021). Merdeka
Belajar also provides students the opportunity to
shape their future without the pressure and stress

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
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caused by national exams, thereby boosting their
self-confidence(Situmorang, 2023).
Regarding the positive impacts or
opportunities experienced from implementing the
Merdeka Curriculum in Islamic Education at
SMA Negeri 1 Sakra Lombok Timur, interviews
were conducted with the school principal, vice
principal, and several teachers as informants.
From the interviews conducted by the researcher,
the conclusions shared by the principal of SMA
Negeri 1 Sakra Lombok Timur include:
a) The implementation of the Merdeka
Curriculum at SMA Negeri 1 Sakra Lombok
Timur opens up significant opportunities.
First, the Merdeka Curriculum allows the
school to build a learning ecosystem that
better supports students. By focusing on
individual needs and providing flexibility in
teaching methods, the school can create a
more inclusive and student-centered
learning environment.
b) The Merdeka Curriculum also provides
opportunities for teachers to collaborate and
exchange experiences. By considering the
unique characteristics of each student,
teachers can work together to create more
effective and relevant learning strategies.
This fosters a collaborative culture among
teaching staff, which in turn enhances the
overall quality of teaching.
c) The implementation of the Merdeka
Curriculum gives educational institutions
the chance to develop and compete more
effectively. By focusing on innovation and
adapting to local needs, schools can enhance
their competitiveness in delivering quality
education. This also opens the door for
developing educational programs that are
more suited to the local social, cultural, and
economic context.
d) Overall, the implementation of the Merdeka
Curriculum at SMA Negeri 1 Sakra Lombok
Timur not only expands opportunities for
individual student development but also
strengthens teacher collaboration and
enhances the school's competitiveness in
providing relevant and high-quality
education.
Here is a quote from an interview with the
principal of SMA Negeri 1 Sakra Lombok Timur,
Mr. Muhammad Subandi:
"Discussing the opportunities experienced
after implementing the Merdeka Curriculum at
SMA Negeri 1 Sakra Lombok Timur, this
implementation has become a primary
opportunity, where the school can build a
learning ecosystem that is more student-centered.
Second, the implementation of the Merdeka
Curriculum presents opportunities for teachers to
collaborate and create learning processes that
consider students' characteristics. Third, the
Merdeka Curriculum provides opportunities for
educational institutions."
After implementing the Merdeka
Curriculum, one positive impact observed is the
greater flexibility in developing learning
materials. This curriculum allows teachers more
freedom to design and adjust the curriculum
according to the needs and characteristics of their
students. This flexibility enables teachers to
integrate religious values and Islamic Education
(PAI) content more creatively and relevantly with
the students' context. In this way, the learning
materials not only teach religious concepts
theoretically but also relate them to real-life
situations faced by students daily.
Flexibility in developing materials also
allows teachers to adjust teaching approaches to
individual students' learning styles. Teachers can
use various methods and approaches that suit
each student's learning preferences and needs,
thereby enhancing the overall effectiveness of the
learning process. This improves the quality of
religious education and PAI, as well as students'
engagement and understanding of the material.
Mr. Mahjur, an Islamic Education teacher,
mentioned:
"The opportunities or positive impacts
experienced after implementing the Merdeka
Curriculum are the flexibility in developing
materials. The Merdeka Curriculum provides
flexibility in material development, allowing us
as teachers to integrate religious values and PAI
content more creatively and relevantly to the
students' context."
Mr. Zainul Islam, also an Islamic
Education teacher at SMA Negeri 1 Sakra
Lombok Timur, said:
"The opportunity that arises after
implementing the Merdeka Curriculum is the
emphasis on understanding religious values: with
a holistic learning approach, the Merdeka
Curriculum allows for a stronger emphasis on
understanding religious values, ethics, and
morality in the context of daily life."
Additionally, a stronger emphasis on
religious values, ethics, and morality helps
students develop attitudes and behaviors

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
2631
consistent with their religious teachings.
Teachers can use various teaching methods that
emphasize reflection, discussion, and practical
application of religious values in daily life. This
allows students to better internalize these values,
strengthen their understanding, and apply
attitudes and behaviors consistent with religious
teachings in their daily lives. Mr. Bukran, another
PAI teacher, also emphasized:
"Character Development: PAI can be an
effective means of character development in
students, such as tolerance, honesty, and
empathy, which aligns with the Merdeka
Curriculum's goal of creating a well-rounded
generation."
Islamic Education (PAI) has significant
potential as an effective means of character
development, including attitudes of tolerance,
honesty, and empathy, which align with the
Merdeka Curriculum's goal of creating a well-
rounded generation. First, in PAI learning,
students are exposed to Islamic values
encompassing principles of loyalty, honesty, and
integrity. Teachers can use stories, real-life
examples, or group discussions to illustrate the
importance of these attitudes in Islamic
teachings. Thus, students not only understand
these values theoretically but are also given the
opportunity to reflect on and internalize them in
their daily lives.
Second, PAI learning can also be a
platform for promoting attitudes of tolerance and
empathy among students. Within the Merdeka
Curriculum context, students can be encouraged
to understand and appreciate cultural, religious,
and social background differences, and to learn to
empathize with others. Discussions on diversity
can help students develop better attitudes of
tolerance and empathy.
Third, PAI can contribute to creating a
positive and inclusive learning environment by
instilling good character values. By integrating
the teaching of religious values into daily
learning activities, schools can build a more
harmonious and supportive community, thus
helping students develop character consistent
with their religious teachings. This is also
reflected in the impacts observed from the
implementation of the Merdeka Curriculum,
including:
1. Increased creativity among students and
teachers
One positive impact observed is an increase in
creativity among students and teachers. With
the flexibility provided by the Merdeka
Curriculum, both teachers and students have
more freedom in designing and implementing
learning that matches their interests and
needs. This increased creativity contributes to
a more dynamic and innovative learning
atmosphere.
2. Increased educator capacity
Implementing the Merdeka Curriculum
requires educators to continuously enhance
their capacity to create quality learning. This
motivates educators to keep learning and
adapting to changes, as well as to find new
ways to improve their teaching effectiveness.
3. Evelopment of student competencies
The Merdeka Curriculum provides space for
students to develop their competencies more
broadly. With the freedom to design learning,
students can explore their interests and talents,
and develop skills relevant to their future
needs.
4. Increased motivation and engagement of
students
The flexibility in learning provided by the
Merdeka Curriculum also impacts increased
motivation and engagement among students.
Students feel more involved in the learning
process when they have the freedom to choose
topics or methods that align with their
interests.
Overall, the implementation of the
Merdeka Curriculum at SMA Negeri 1 Sakra
Lombok Timur has provided various positive
impacts, including increased creativity among
students and teachers, enhanced educator
capacity, development of student competencies,
and increased motivation and engagement of
students in the learning process.
Challenges for Implementing the Merdeka
Curriculum in Islamic Education Subjects
Alongside the opportunities and positive
impacts, implementing the Merdeka Curriculum
faces challenges, particularly concerning changes
in mindset. These challenges require shifts from
school leaders, teaching staff, students, and
parents. School leaders and teachers must adapt
to a more flexible, student-centered approach
rather than the traditional model. Teachers also
need to transition from being information
deliverers to facilitators who guide students in
self-directed learning.
Students must adopt an open mindset
towards self-directed and project-based learning,

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DOI: https://doi.org/10.29303/jipp.v9i4.2683
2632
moving away from passive roles. Parents need to
support this new approach and encourage their
children to actively participate in the learning
process. If these mindset changes do not occur,
implementing the Merdeka Curriculum may face
significant obstacles. Therefore, effective
education and communication about the values
and benefits of the new learning approach are
crucial to overcoming these challenges and
achieving success in applying the Merdeka
Curriculum.
At SMA Negeri 1 Sakra Lombok Timur,
several challenges have emerged in
implementing the Merdeka Curriculum.
According to the principal, Mr. Muhammad
Subandi:
“Discussing the challenges of the Merdeka
Curriculum, it is indeed something new, and
there are bound to be challenges. The primary
challenge is related to the need for a mindset
change, which involves school leaders, teachers,
administrative staff, students, and even parents.”
A student from the 11th grade at SMA
Negeri 1 Sakra Lombok Timur, Mila Irmaesa,
expressed her challenges after implementing the
Merdeka Curriculum:
“In my opinion, the challenges I
encountered with the Merdeka Curriculum
include the readiness of teachers to drive change
in the classroom. Previously, with the K-13
curriculum, my workload and class schedule
were not as intense. However, with the Merdeka
Curriculum, I have stepped out of my comfort
zone; assignments have become denser, which
makes me more active and less lazy than before.
Projects, videos, and other tasks have been
surprising. Additionally, there are challenges
related to facilities such as phones, data quotas,
and others.”
Mr. Anwar Syuhudi, the Deputy Principal
for Curriculum, also commented on the
challenges:
“The challenges in implementing the
Merdeka Curriculum are varied. The main
challenge in this school is the change in mindset,
both for teachers and students. The role of
educators has shifted from using a uniform
approach to fostering students as lifelong
independent learners. Therefore, educators are
required to actively become mentors, facilitators,
or coaches in project-based learning.”
The primary challenge in implementing
the Merdeka Curriculum is the change in mindset
for both teachers and students. Teachers must
shift from being information deliverers to
facilitators who support students’ independence
and creativity. Meanwhile, students need to be
active in their learning and develop self-directed
learning skills. In addition to changing mindsets,
other challenges include curriculum adjustments
and teacher professional development.
Addressing these challenges is essential for the
success of the Merdeka Curriculum, which aims
to produce independent and future-ready
students.
The implementation of a new curriculum
often encounters obstacles, including in Islamic
Education. As Mr. Bukran, an Islamic Education
teacher, noted:
“The challenge is the diversity of
understanding. The Merdeka Curriculum faces
the challenge of aligning the diverse
understandings of Islamic values among students
and teachers. This requires an inclusive approach
that respects various beliefs. Another challenge is
the potential for misconceptions. The Merdeka
Curriculum must address potential
misconceptions or incorrect interpretations of
religious teachings, necessitating effective
teaching strategies to ensure correct and
comprehensive understanding.”
Challenges in implementing the Merdeka
Curriculum, especially related to Islamic values,
involve understanding differences and religious
diversity. To address this, an inclusive approach
must be applied, ensuring all students feel
recognized regardless of their religious
background. Teachers need to create a learning
environment that supports open dialogue and
considers diversity in the learning materials.
Additionally, teaching strategies should be
designed to identify and correct misconceptions
through discussion and reflection. Providing
diverse learning resources and involving
religious figures can deepen understanding. With
this approach, the Merdeka Curriculum can
overcome challenges and create an inclusive and
meaningful learning environment.
Another challenge faced in the
implementation of the Merdeka Curriculum in
Islamic Education, as mentioned by Mr. Zainul
Islam, is:
“The difficulty for educators in
improvising enjoyable and high-quality learning
experiences for students. Creating enjoyable
learning experiences with the Merdeka
Curriculum requires ongoing improvisation. I
believe that enjoyable learning should be

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
2633
continuous, not just occasional. An educator
plays a crucial role in creating learning that is
both enjoyable and effective. In this regard,
Islamic Education teachers still find it
challenging to improvise Islamic Education
lessons as expected. This is influenced by the
limitations of educators and the lack of references
for Islamic Education teachers related to
engaging teaching methods.”
Difficulty in improvising enjoyable and
high-quality learning experiences is a real
challenge for educators in the context of the
Merdeka Curriculum. Effective learning must be
sustainable and maintain student interest. In
Islamic Education (PAI), teachers often face
challenges in creating expected learning
experiences due to limited access to adequate
resources. To address this, PAI educators need to
seek additional references, utilize literature and
the internet, and engage with the teaching
community to exchange ideas. Training and
workshops on innovative methods can also
enhance teachers' improvisation skills.
School leaders and relevant parties can
support PAI teachers by providing relevant
resources, supporting professional development,
and appreciating their efforts. This support helps
teachers overcome difficulties in improvising
lessons, creating engaging and meaningful
experiences, and achieving the goals of the
Merdeka Curriculum to produce well-rounded
and competent students.
As noted by Ms. Baiq Nurtira Yuniati, the
Deputy Principal for Student Affairs:
“Resource and teaching staff limitations
are among the challenges in implementing the
Merdeka Curriculum. The implementation of the
Merdeka Curriculum in Islamic Education may
also be hampered by limitations such as
supporting textbooks, laboratory facilities, and
the lack of training for teachers and educational
staff.” Based on several interviews, the
challenges in implementing the Merdeka
Curriculum in Islamic Education at SMA Negeri
1 Sakra Lombok Timur include:
1. Resource Limitations
Many schools, especially in rural areas or
economically disadvantaged regions, face
limitations in physical resources such as
textbooks, technology devices, and adequate
learning facilities. Without adequate
resources, educators may struggle to provide
rich and varied learning experiences
according to the principles of the Merdeka
Curriculum.
2. Teaching Staff Limitations
A shortage of qualified teachers or an
insufficient number of teachers can hinder the
delivery of effective and high-quality
learning. In the context of the Merdeka
Curriculum, which emphasizes interactive
and project-based learning, a lack of teachers
can be a significant barrier.
3. Professional Development and Training
Implementing the Merdeka Curriculum
requires skilled and trained educators in new
learning approaches. However, training and
professional development for educators are
often insufficient. Without adequate training,
teachers may struggle to implement
innovative and engaging learning methods
proposed by the Merdeka Curriculum.
4. Digital Divide
In an era where technology is increasingly
integral to learning, the digital divide between
schools with access to technology and those
without can be a challenge. Schools with
limited access to technology and the internet
may struggle to integrate technology into
learning, hindering the implementation of the
Merdeka Curriculum’s emphasis on diverse
teaching tools.
To address these challenges, a
commitment from the government, educational
institutions, and communities is needed to
improve access to educational resources,
strengthen professional development for
educators, and reduce the digital divide among
schools. With collective efforts, it is hoped that
the Merdeka Curriculum can be implemented
more effectively and equitably across various
regions.
Discussion
Opportunities
Essentially, the curriculum is the forefront
of educational advancement and the key to
success in the educational world in
Indonesia(Shaturaev, 2021). "Freedom to
choose" and "freedom to process" are at the heart
of the Merdeka Learning Curriculum, which is
expected to bring a fresh spirit for change
towards better conditions. The educational
process fundamentally frees students from all
forms of pressure, threats, and
exploitation(Rhoads & Mina, 2001).

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
2634
The implementation of the Merdeka
Curriculum offers significant opportunities for
SMA Negeri 1 Sakra Lombok Timur to build a
learning ecosystem that is more student-centered.
This curriculum opens up opportunities for
teachers to collaborate in creating learning
processes that consider the characteristics of each
student and provides educational institutions the
freedom to offer learning services tailored to their
students' unique traits. With an emphasis on
increasing the creativity of both students and
teachers, the Merdeka Curriculum allows for the
exploration of engaging themes and the use of
various teaching tools. It also enhances student
enthusiasm and participation in class,
encouraging them to think critically,
communicate, collaborate, and be active in
learning activities. This curriculum focuses on
developing students' potential through inclusive
and creative approaches, as well as improving the
quality of Islamic education by integrating
religious values into learning materials and
character development(Zidan & Qamariah,
2023).
The Merdeka Curriculum presents
significant opportunities for Islamic
Education(Sa’diyah & Yunizul, 2024), offering
impacts such as:
1. Inclusivity
The Merdeka Curriculum allows for the
development of an inclusive curriculum that
encompasses various perspectives and
religious understandings, respecting
differences and enriching students' religious
comprehension.
2. Contextualization
Islamic education can better integrate the
social, cultural, and historical context of the
community where the education takes place,
allowing students to understand religion in the
context of their daily lives.
3. Relevance
The Merdeka Curriculum enables the
development of a curriculum responsive to
changing times and students' needs, focusing
on current issues faced by the Muslim
community, such as technology, economics,
the environment, and other social challenges.
4. Student Empowerment
The Merdeka Curriculum encourages students
to actively engage in their religious learning,
think critically, discuss, and conduct
independent research on relevant religious
topics, thereby developing a deeper
understanding and critical thinking skills.
The Merdeka Curriculum can enhance
educators' motivation to develop their own
capacities. With the various demands of
implementing the Merdeka Curriculum,
educators must not only master the subject
matter, strategies, methods, media, and teaching
tools but also create quality learning experiences
and conducive learning environments that meet
students' needs. Therefore, educators need to
enhance their own capacities to ensure that
Islamic Education runs smoothly and achieves its
desired goals.
Challenges
The Merdeka Curriculum requires a
broader and more diverse range of resources,
such as digital technology and other materials.
However, some schools may lack adequate
support for effective implementation.
Additionally, the curriculum demands adaptation
to students' characteristics, including their
interests and talents, which can be challenging
when integrating the Merdeka Curriculum with
Islamic Education (PAI) materials. Variations in
student characteristics can complicate the process
of aligning the curriculum with individual needs.
At SMA Negeri 1 Sakra Lombok Timur,
while the Merdeka Curriculum offers
opportunities, it also faces several challenges.
These include the need for a mindset shift at all
levels—principals, teachers, administrative staff,
students, and parents. Teacher readiness,
particularly in implementing Project-Based
Learning (PBL), is also a concern. PAI teachers
face difficulties understanding how to apply the
Merdeka Curriculum, which can reduce the
effectiveness of integrating it with PAI materials.
Other obstacles include differing interpretations
of Islamic values and potential misconceptions,
requiring inclusive and precise teaching
strategies to ensure accurate and comprehensive
understanding(RAHMATIKA et al., 2024).
Challenges in implementing the Merdeka
Curriculum in Islamic Education include
difficulties in creating engaging and high-quality
learning experiences. Effective and engaging
learning must be continuous, not sporadic. PAI
teachers at SMA Negeri 1 Sakra Lombok Timur
still face constraints in improvising their teaching
materials, affected by limited references and
resources. Moreover, resource limitations, such
as textbooks, media, and laboratory facilities,

Rumawang et al., (2024). Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2628 – 2636
DOI: https://doi.org/10.29303/jipp.v9i4.2683
2635
hinder the implementation of the Merdeka
Curriculum. The success of overcoming these
challenges depends on factors such as the
commitment of school leaders, the availability of
resources, the qualifications of teaching staff, and
the involvement of the entire school community.
To improve their ability to address the
challenges of the Merdeka Curriculum, SMA
Negeri 1 Sakra Lombok Timur can consider the
following steps:
1. Developing a School Improvement Plan
The school can create a specific development
plan to address the challenges of the Merdeka
Curriculum. This plan should include
concrete steps to improve the quality of
learning, expand access to resources, and
enhance the involvement of teachers,
students, and parents.
2. Training and Professional Development
The school can organize regular training and
workshops to enhance teachers' skills and
knowledge in implementing the Merdeka
Curriculum. Training can cover innovative
teaching strategies, the use of technology in
education, and inclusive approaches to
student diversity.
3. Developing a Local Curriculum
The school can develop a local curriculum
that aligns with the local context and student
needs while adhering to national guidelines. A
relevant and diverse curriculum will help the
school better meet the individual learning
needs of students.
4. Collaboration with External Partners
The school can establish partnerships with
external organizations, including NGOs,
higher education institutions, and local
businesses, to support the implementation of
the Merdeka Curriculum. Collaboration can
include providing additional resources,
mentoring programs for teachers, or support
for extracurricular activities.
5. Encouraging Parental and Community
Involvement
The school can promote active participation
from parents and the community in the
educational process. Involving parents in
school decision-making and organizing
community programs can enhance support for
the Merdeka Curriculum and improve the
quality of learning.
By taking these ongoing steps, SMA
Negeri 1 Sakra Lombok Timur and other schools
in Lombok Timur can improve their ability to
address the challenges of the Merdeka
Curriculum and deliver quality education.
Developing a local curriculum for Islamic
Education that reflects local values and contexts,
along with regular teacher training on Merdeka
Curriculum principles, is key. Schools can also
leverage technology and conduct continuous
evaluations to enrich students' learning
experiences. With an integrated strategy, schools
can overcome challenges and provide relevant
and effective education.
CONCLUSION
Based on the research findings and
discussions related to the opportunities and
challenges of the Merdeka Curriculum in Islamic
Education (PAI) at SMA Negeri 1 Sakra Lombok
Timur, Lombok Timur, this study demonstrates
that the opportunities perceived by SMA Negeri
1 Sakra Lombok Timur after implementing the
Merdeka Curriculum include increased
enthusiasm among educators in developing their
capacities, heightened enthusiasm and
engagement of students in the classroom, and the
ability of the school to build a learning ecosystem
more supportive of students. The challenges
faced include shifting the mindset of both
teachers and students, adjusting to the diverse
understandings of Islamic values among students
and teachers, difficulties in creating enjoyable
and high-quality learning experiences, and
limitations in resources.
ACKNOWLEDGMENT
We would like to express our gratitude to
all those who have supported and contributed to
this research on the opportunities and challenges
of the Merdeka Curriculum in Islamic Education
at SMA Negeri 1 Sakra Lombok Timur, East
Lombok Regency. We especially appreciate the
assistance of the principal, teachers, and staff
who actively participated in the data collection
process and provided valuable insights. We also
extend our thanks to those who offered guidance
and feedback throughout this research serta
keterbatasan sumber daya
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