The Effect of Merdeka Curriculum Implementation on Students’ Qur’anic Literacy Skills in Islamic Religious Education at SD Muhammadiyah 11 Surabaya
Abstract
The implementation of Indonesia’s merdeka curriculum represents a major shift toward learner-centered, differentiated, and holistic education. In Islamic education (PAI), this reform is expected to strengthen pedagogical quality and students’ Qur’anic literacy as a foundation for religious character development. However, empirical evidence at the elementary level remains limited. This study examines the effect of merdeka curriculum implementation in PAI on students’ Qur’anic literacy skills at SD Muhammadiyah 11 Surabaya. Using a quantitative approach with a quasi-experimental design, the study involved 46 students in grades four to six who had experienced PAI learning under the merdeka curriculum for at least one academic year. The independent variable was merdeka curriculum implementation, measured through curriculum alignment, teacher competence, and formative–authentic assessment practices, while the dependent variable was Qur’anic literacy, encompassing reading accuracy, comprehension, and value internalization. Data were collected through validated assessments, questionnaires, and observations, and analyzed using descriptive statistics and multiple regression. The results show a high level of curriculum implementation (M = 4.15) and high overall Qur’anic literacy (79.3%). Regression analysis indicates a significant positive effect of merdeka curriculum implementation on Qur’anic literacy (R² = 0.48, p < 0.05), with curriculum alignment as the strongest predictor. These findings highlight the importance of effective implementation and teacher capacity in strengthening Qur’anic literacy at the elementary level.
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DOI: http://dx.doi.org/10.35931/am.v10i4.6307
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