Strategi Pembelajaran Akhlak dalam Kurikulum Merdeka pada Mata Pelajaran Akidah Akhlak: Kajian Deskriptif di Madrasah Akhlak Learning Strategies in the Kurikulum Merdeka in the Akidah Akhlak Subject: A Descriptive Study in Madrasahs
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4008-4025
Digital Object Identifier:
10.58578/yasin.v6i4.10763
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Authors:
Randi Purnama1*, Abdulsalam Abraheem Eisay2, Eliwatis Eliwatis3, Arpinus Arpinus4 
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Abstract
Although the implementation of the Kurikulum Merdeka and character education has been widely studied, research that specifically analyzes moral learning strategies in the Akidah Akhlak subject in madrasahs remains relatively limited. This study aims to describe moral learning strategies in the implementation of the Kurikulum Merdeka in the Akidah Akhlak subject in madrasahs. This study used a qualitative approach with a descriptive design, involving 12 informants consisting of Akidah Akhlak teachers, the madrasah principal, the vice principal for curriculum affairs, and students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were then analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The results showed that moral learning strategies were implemented through five main approaches, namely role modeling, habituation, contextual learning, reflective learning, and collaborative learning. These five strategies were integrated into the learning process and madrasah culture, thereby supporting the continuous internalization of moral values. These findings contribute to the development of studies on moral education in the context of the Kurikulum Merdeka and broaden understanding of Akidah Akhlak learning practices in madrasahs. The conclusion of this study emphasizes the importance of integrating learning strategies and madrasah culture in shaping students’ character in a systematic, contextual, and sustainable manner.
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