Implementing the Merdeka Curriculum in Islamic Senior High Schools in Aceh
Challenges of Integrating Islamic Education and Local Wisdom
Keywords:
Merdeka Curriculum, Islamic education, Local Wisdom, Madrasah Aliyah, AcehAbstract
Purpose – This study examines the implementation of the Merdeka Curriculum in Islamic senior high schools (Madrasah Aliyah) in Aceh, focusing on the integration of Islamic educational values and local wisdom into classroom practices. The study addresses the need for contextualized Islamic education that aligns with national curriculum reforms while preserving regional cultural identity.
Design/methods/approach – A qualitative case study approach was employed involving four Madrasah Aliyah in Aceh. Data were collected through semi-structured interviews with 18 teachers and principals, classroom observations, and curriculum document analysis. The data were analyzed thematically to identify implementation patterns and challenges.
Findings – The findings reveal that 76% of teachers integrated Acehnese cultural values into project-based learning and character education activities. The curriculum encouraged contextual learning and strengthened students’ religious and social engagement. However, limited pedagogical training, insufficient digital infrastructure, and difficulties in designing culturally responsive teaching modules hindered effective implementation.
Research implications/limitations – The study was limited to selected madrasahs in Aceh and may not represent other Islamic schools in Indonesia. The findings suggest the importance of continuous teacher professional development and institutional support for curriculum adaptation in culturally diverse regions.
Originality/value – This study contributes to the discourse on Islamic education reform by demonstrating how local wisdom can be integrated into contemporary curriculum implementation within Islamic educational institutions.
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