Evaluation Implemetation of The Merdeka Curriculum In Islamic Education Subjects at SDN 007 Sangatta Utara

Abstract

The implementation of the Merdeka Curriculum in the world of education has become a strategic step to provide greater learning freedom to students and educators. In the context of Islamic Religious Education (PAI), this curriculum is expected to encourage more contextual and relevant learning, as well as shaping students' characters in accordance with the values of the Pancasila Student Profile. However, its implementation in the field, especially at the elementary school level, still faces various challenges. This study aims to evaluate the implementation of the Merdeka Curriculum in PAI lessons at SDN 007 Sangatta Utara, as well as to identify the obstacles encountered in its implementation. The main focus includes teachers' understanding of the curriculum, the readiness of facilities and infrastructure, institutional support from the school, and the contribution of PAI to the character development of students. This study uses a qualitative approach with a descriptive method. Data collection techniques were conducted through direct observation of the PAI learning process in the classroom, in-depth interviews with PAI teachers, the school principal, and students, as well as a study of learning tools and available evaluation reports. The study was conducted over a period of one month at SDN 007 Sangatta Utara. Data analysis used the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing/verification. The results of the study indicate that the implementation of the Merdeka Curriculum in PAI learning at SDN 007 Sangatta Utara has a positive impact, particularly in providing teachers with the freedom to design learning that suits the needs and potential of students. Students appeared more active and reflective in participating in learning and began to demonstrate attitudes and behaviors in line with the values of the Pancasila Student Profile. However, several challenges were identified, including limited teacher understanding of the Merdeka Curriculum, particularly in translating learning outcomes into practical activities. The lack of ongoing technical training caused teachers to face difficulties in designing formative assessments and character-building projects. Supporting learning facilities remain inadequate, such as limited digital devices, thematic classrooms, and contextual learning media. Learning evaluation has not been maximized, particularly in terms of teaching methods and assessing students' understanding.