IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI FENOMENOLOGI IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI FENOMENOLOGI

This study aims to explore the meaning of the implementation of the Independent Curriculum in the learning of Islamic Religious Education (PAI) based on the perception of elementary school teachers. The focus of the research includes teachers' understanding of the Independent Curriculum, challenges and supports in implementation, and its impact on PAI learning. The research was conducted at SD Muhammadiyah 08 Dau and SD Islam Daarul Fikri Malang, which have implemented the Independent Curriculum up to grade VI. The research method uses a qualitative approach with the type of phenomenological research. The research location was selected according to the curriculum based on the criteria of schools that have been accredited and implement the Independent Curriculum. The research informants consisted of four PAI teachers and two principals from the two schools. Data collection techniques include in-depth interviews, participatory observations, and documentation studies. Data was analyzed through data reduction, data presentation, and conclusion drawn, by testing the validity of the data using triangulation and member checking. The results of the study show that PAI teachers view the Independent Curriculum as a flexible and student-centered innovation, allowing for the adjustment of the material to the needs of students. Key challenges include an initial understanding of the curriculum, the preparation of teaching modules, and the integration of Islamic values in the P5 project. Support from schools, such as training and collaboration between teachers, is a supporting factor for the success of implementation. Positive impacts can be seen in increasing student participation, contextual understanding of Islamic teachings, and character development. The conclusions of the study underscore the importance of continuous training for teachers and the provision of adequate resources to optimize the implementation of the Independent Curriculum. This research makes a practical contribution to the development of a PAI curriculum that is adaptive and relevant to the needs of the modern era. This study aims to explore the meaning of the implementation of the Independent Curriculum in the learning of Islamic Religious Education (PAI) based on the perception of elementary school teachers. The focus of the research includes teachers' understanding of the Independent Curriculum, challenges and supports in implementation, and its impact on PAI learning. The research was conducted at SD Muhammadiyah 08 Dau and SD Islam Daarul Fikri Malang, which have implemented the Independent Curriculum up to grade VI. The research method uses a qualitative approach with the type of phenomenological research. The research location was selected according to the curriculum based on the criteria of schools that have been accredited and implement the Independent Curriculum. The research informants consisted of four PAI teachers and two principals from the two schools. Data collection techniques include in-depth interviews, participatory observations, and documentation studies. Data was analyzed through data reduction, data presentation, and conclusion drawn, by testing the validity of the data using triangulation and member checking. The results of the study show that PAI teachers view the Independent Curriculum as a flexible and student-centered innovation, allowing for the adjustment of the material to the needs of students. Key challenges include an initial understanding of the curriculum, the preparation of teaching modules, and the integration of Islamic values in the P5 project. Support from schools, such as training and collaboration between teachers, is a supporting factor for the success of implementation. Positive impacts can be seen in increasing student participation, contextual understanding of Islamic teachings, and character development. The conclusions of the study underscore the importance of continuous training for teachers and the provision of adequate resources to optimize the implementation of the Independent Curriculum. This research makes a practical contribution to the development of a PAI curriculum that is adaptive and relevant to the needs of the modern era. This study aims to explore the meaning of the implementation of the Independent Curriculum in the learning of Islamic Religious Education (PAI) based on the perception of elementary school teachers. The focus of the research includes teachers' understanding of the Independent Curriculum, challenges and supports in implementation, and its impact on PAI learning. The research was conducted at SD Muhammadiyah 08 Dau and SD Islam Daarul Fikri Malang, which have implemented the Independent Curriculum up to grade VI. The research method uses a qualitative approach with the type of phenomenological research. The research location was selected according to the curriculum based on the criteria of schools that have been accredited and implement the Independent Curriculum. The research informants consisted of four PAI teachers and two principals from the two schools. Data collection techniques include in-depth interviews, participatory observations, and documentation studies. Data was analyzed through data reduction, data presentation, and conclusion drawn, by testing the validity of the data using triangulation and member checking. The results of the study show that PAI teachers view the Independent Curriculum as a flexible and student-centered innovation, allowing for the adjustment of the material to the needs of students. Key challenges include an initial understanding of the curriculum, the preparation of teaching modules, and the integration of Islamic values in the P5 project. Support from schools, such as training and collaboration between teachers, is a supporting factor for the success of implementation. Positive impacts can be seen in increasing student participation, contextual understanding of Islamic teachings, and character development. The conclusions of the study underscore the importance of continuous training for teachers and the provision of adequate resources to optimize the implementation of the Independent Curriculum. This research makes a practical contribution to the development of a PAI curriculum that is adaptive and relevant to the needs of the modern era.