The Implementation of Kurikulum Merdeka with the ADDIE Model Design in Islamic Religious Education Learning

Abstract

Learning is a process that takes place within an individual, transforming their behavior in terms of thinking, attitudes, and actions. Education is the process of transferring knowledge involving various elements in the educational system, namely: the teacher/educator, learners, materials, objectives, and tools. Planned or accompanied learning must be effective and efficient so that the learning objectives are achieved and well-received by the learners, contributing to the successful attainment of national educational goals. In response to the evolving education landscape and system in Indonesia, all elements of society, particularly those directly involved in the education profession, are required to be more creative and professional in developing education. Additionally, educational practitioners are expected to adhere to established procedures in accordance with the needs and challenges of education. Due to the complexity and challenges of the present era, there has been a shift in the orientation of education globally, influencing the educational orientation in Indonesia. Education oriented toward procedural mastery is no longer relevant to the challenges of the current era. The change in educational orientation in Indonesia is marked by a shift in curriculum paradigms, such as the emergence of constructivist curriculum systems like Curriculum 2013 and Merdeka Curriculum. This research adopts a qualitative descriptive approach to identify, collect, and analyze data regarding the use of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) design model. Data is collected through observation, interviews, and documentation, and the analysis is carried out using data reduction techniques. The findings indicate the development of self-potential in achieving the goals of Islamic religious education. Therefore, educators in Indonesia need to reconstruct their understanding of learning, teaching, and instructional design to align with the constructivist paradigm, enabling the planning of education that is in line with the educational orientation in Indonesia.