Jurnal Indonesia Kajian Pendidikan Islam

Application of Islamic Education and Moral Education Based on the Merdeka Curriculum in Senior High Schools

Nimas Putri Wulan — 2026-05-31

Background: The implementation of the Merdeka Curriculum in Islamic Religious Education and Character Education at the Senior High School level still faces challenges, including limited teacher competence, inadequate learning facilities, and difficulties in implementing holistic assessment, which may affect the strengthening of students’ religious and moral character. Objective: This study aims to analyse the implementation of Islamic Religious Education and Character Education in the Merdeka Curriculum at the Senior High School level, focusing on lesson planning, instructional implementation, and learning evaluation. Method: This study employed a qualitative, descriptive research design. Data were obtained from official documents, scientific journals, reference books, and various relevant academic publications. Data analysis was conducted using content analysis techniques. Result: The findings indicate that the implementation of the Merdeka Curriculum in Islamic Religious Education and Character Education has been effective through differentiated learning, diagnostic assessment, contextual teaching modules, and holistic assessment. However, several challenges remain, including limited teacher competence and inadequate learning facilities. Conclusion: The implementation of the Merdeka Curriculum in Islamic Religious Education and Character Education at the Senior High School level has generally supported more adaptive, student-centred learning practices, although improvements in teacher competence and educational facilities are still required to optimise its implementation. Contribution: This study contributes to strengthening the discourse on the implementation of the Merdeka Curriculum in Islamic Religious Education and Character Education at the Senior High School level.

Principles of Islamic Education Curriculum Development in Madrasah

Muhammad Dinul Adha — 2026-05-31

Background: The development of globalisation and technological revolution has brought significant changes to the field of education, including the development of Islamic Education curriculum in madrasahs. Curriculum must adapt to advances in science and students' needs without neglecting Islamic values as the foundation of education. Objective: This study aims to analyse the principles of Islamic Education curriculum development in madrasahs and their relevance to the challenges of modern education. Method: The study employed a descriptive qualitative approach using a library research method. Data were collected from books, scientific journals, curriculum documents, previous studies, and relevant Islamic sources, then analysed using content analysis techniques. Result: The findings indicate that the development of Islamic Education curriculum in madrasahs is based on the principles of relevance, flexibility, continuity, effectiveness, efficiency, and the integration of Islamic values. These principles play an important role in shaping students who are intellectually, spiritually, and socially competent. Conclusion: The study concludes that Islamic Education curriculum should be developed adaptively and integratively to address the challenges of 21st-century education. Contribution: This study contributes to strengthening the discourse on Islamic Education curriculum development grounded in Islamic values and contemporary educational needs.

Peningkatan Hasil Belajar Pendidikan Agama Islam pada Materi Asmaul Husna melalui Metode Index Card Match pada Siswa Sekolah Dasar

Yeyen Mardanita — 2026-05-31

Background: Low learning outcomes in Islamic Religious Education on the Asmaul Husna material indicate that the learning process has not actively engaged students, suggesting the need for a more interactive and enjoyable learning method. Objective: This study aimed to improve students’ learning outcomes in Islamic Religious Education on the Asmaul Husna material through the implementation of the Index Card Match method for fourth-grade students at SDN 08 Seluma, Talo Kecil District, Seluma Regency. Method: This study employed a qualitative approach using Classroom Action Research (CAR), conducted in two cycles comprising planning, implementation, observation, and reflection. Data were collected through tests, observations, and documentation. Result: The findings revealed that implementing the Index Card Match method improved students’ learning outcomes, participation, cooperation, and confidence during the learning process. Students became more active in finding matching cards, engaging in discussions, and presenting their learning results to the class. Conclusion: The study concludes that the Index Card Match method is effective in teaching Islamic Religious Education, particularly the Asmaul Husna material. Contribution: This study develops innovative and engaging active learning methods for elementary education.

Integration of Islamic Values in Achieving the Sustainable Development Goals (SDGs) through Islamic Religious Education

Rita Anisaturrizqi — 2026-06-01

Background: This study is grounded in the importance of incorporating spiritual and moral perspectives to support the achievement of the Sustainable Development Goals (SDGs) through Islamic religious education. Objective: This study aims to identify the conceptual and practical contributions of Islamic religious education to the implementation of the SDGs across various aspects of social life. Method: The study employs a descriptive qualitative approach, drawing on a literature review of academic sources, global policy documents, and relevant Islamic teachings. Result: The findings indicate that Islamic values, such as social justice, environmental stewardship, education for all, and social responsibility toward vulnerable groups, are highly aligned with the SDGs, particularly Goal 4 (Quality Education), Goal 10 (Reduced Inequalities), and Goal 16 (Peace, Justice, and Strong Institutions). Conclusion: The study concludes that Islamic religious education can serve as an ethical and spiritual foundation for sustainable development practices that extend beyond economic growth to encompass character formation, social awareness, and harmonious human coexistence. Contribution: This study contributes to the growing body of literature on the intersection of Islamic religious education and sustainable development by demonstrating the compatibility between Islamic values and the Sustainable Development Goals (SDGs).

Meningkatkan Hasil Belajar Fiqih Siswa Madrasah melalui Penerapan Metode Pembelajaran Demonstrasi Materi Haji dan Umrah

Muhammad Barid — 2026-06-04

Background: This study aimed to improve students’ learning engagement and outcomes by implementing the Demonstration Method in Fiqh instruction. Method: This study employed Classroom Action Research (CAR), consisting of two cycles: planning, action, observation, and reflection. The participants were eighth-grade students at MTTS Al Hasanah Bengkulu Tengah. Data were collected through classroom observations and learning achievement tests and analysed using descriptive quantitative methods. Results: The findings demonstrated a substantial improvement in both student engagement and learning outcomes. Learning mastery increased from 40.84% in the pre-cycle stage to 73.68% in Cycle I and 92.11% in Cycle II, exceeding the success criterion of 75%. Student engagement also improved from 50.00% in the pre-cycle stage to 76.92% in Cycle I and 90.38% in Cycle II, surpassing the established indicator of 70%. Conclusion: The Demonstration Method effectively enhanced student engagement and learning outcomes in Fiqh, particularly in the Hajj and Umrah unit. Contribution: This study provides empirical evidence supporting the use of demonstration-based learning as an effective instructional strategy for promoting active participation and improving learning achievement in Islamic education.

Penerapan Metode Pembelajaran Deskriptif untuk Meningkatkan Motivasi Belajar Siswa SMP pada Mata Pelajaran Pendidikan Agama Islam

Siti Lestari — 2026-06-04

Background: Student learning motivation is a crucial factor in achieving successful Islamic Religious Education (IRE) learning outcomes. However, low learning motivation remains a challenge, as classroom instruction is often teacher-centred and offers limited opportunities for active student engagement. Objective: This study aimed to examine the implementation of the descriptive learning method in improving students’ learning motivation in Islamic Religious Education at SMP Negeri 22 Mukomuko. Method: The study employed Classroom Action Research (CAR), conducted in three cycles: planning, action, observation, and reflection. Data were collected through observations, interviews, tests, and documentation and were analysed descriptively. Results: The findings indicated a continuous improvement in students’ learning motivation across the three cycles. The average motivation score increased from 62% in Cycle I to 76% in Cycle II and reached 88% in Cycle III. Improvements were observed in students’ attention, participation, confidence in expressing opinions, involvement in discussions, and enthusiasm for learning. Conclusion: The descriptive learning method effectively enhanced students’ motivation to learn in Islamic Religious Education. Contribution: This study contributes to the development of more active, interactive, and student-centred learning practices in Islamic Religious Education.