Evaluasi Implementasi Kurikulum Merdeka dalam Pembelajaran IPA Berbasis Islamic Worldview di SMP Islam Al-Kautsar Kota Bima

Abstract

The implementation of the Merdeka Curriculum in science learning within Islamic schools faces challenges in integrating independent learning with Islamic values based on the Islamic worldview. This study aims to evaluate the implementation of the Merdeka Curriculum in science learning based on the Islamic worldview at SMP Islam Al-Kautsar, Bima City. The research employed a qualitative evaluative approach using a case study design. Data were collected through classroom observations, interviews with school principals, science teachers, and students, as well as document analysis of teaching modules and learning instruments. Data analysis was conducted through data reduction, data display, and thematic conclusion drawing. The findings indicate that the implementation of the Merdeka Curriculum has been carried out through differentiated learning, contextual projects, and strengthening the Pancasila student profile integrated with Islamic values. However, the integration of the Islamic worldview in science learning still encounters challenges related to teachers’ pedagogical competence, instructional media development, and integrative assessment practices. This study argues that the successful implementation of the Merdeka Curriculum in Islamic schools is not solely determined by curriculum flexibility, but also by the institution’s capacity to establish an epistemological integration between science and Islamic values. The findings contribute to the development of an integrative science learning model in Islamic schools under the Merdeka Curriculum framework.