Analysis of the Implementation of the Merdeka Curriculum with a Deep Learning Approach in Al-Islam Learning
Analisis Penerapan Kurikulum Merdeka dengan Pendekatan Deep Learning dalam Pembelajaran Al-Islam
DOI:
https://doi.org/10.21070/ups.10882Keywords:
Independent Curriculum, deep learning, inclusive education, learning outcomes, elementary schoolAbstract
This study analyzes the implementation of the Merdeka Curriculum with a deep learning approach in Al-Islam education at inclusive schools and its impact on student learning outcomes. Using a descriptive qualitative method, data were collected through observation, interviews, and documentation at SD Muhammadiyah 2 Tulangan. Findings show that deep learning integrated with the Merdeka Curriculum is implemented through diagnostic assessments, differentiated instruction, multimodal media, and collaborative learning. These strategies improve students’ conceptual understanding, critical thinking, and active participation. Inclusive practices effectively accommodate both regular students and students with special needs through adaptive and flexible approaches. However, challenges remain, including limited special assistant teachers, diverse student abilities, and insufficient facilities and technological competence. Solutions include improving teacher competence, utilizing accessible technology, and applying innovative strategies. Overall, this approach supports meaningful, inclusive, and student-centered learning while optimizing students’ academic and personal development.
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