Upaya Guru Dalam Mengimplementasikan Kurikulum Merdeka Belajar Pada Mata Pelajaran Pendidikan Agama Islam Dalam Meningkatkan Kreatifitas Siswa di SMPN 3 Lubuk Alung

Abstract

Islamic education is a unique form of education with Islamic characteristics that drive this research. Individual empowerment through the teachings of the Quran and Hadith is given greater weight in Islamic religious learning. Therefore, Islamic religious learning emphasizes the practical application of Islamic teachings in various domains, including institutions, culture, values, and the potential for individual empowerment, in addition to the normative components of these teachings. To enhance student creativity at SMPN 3 Lubuk Alung, the research topic is how teachers integrate an autonomous learning curriculum into Islamic Religious Education. Descriptive techniques, specifically describing research items as they are, were used in this qualitative field study. Students served as the primary source of learning data, while Islamic Religious Education teachers at SMPN 3 Lubuk Alung and the principal served as secondary data sources. In this study, interviews, documentation, and observation were used to collect data. Data validation techniques included dependability, confirmability, credibility, and transferability. Considering time allocation and existing core competencies, teachers' efforts to implement an autonomous learning curriculum in religious subjects were proven to enhance student creativity at SMPN 3 Lubuk Alung. The action planning stage in the areas of cognition, emotion, and psychomotor skills, such as creating goals to be achieved, selecting teaching strategies, and encouraging student creativity. Implementation of moral and aqidah development in accordance with a previously prepared plan. By practicing religious material that specifically influences how Islamic Religious Education learning is implemented in schools and includes preparatory, core, and closing activities. When learning begins, it can increase children's creativity. Teachers encourage students to always act appropriately, maintain discipline, and follow school regulations. Data processing, analysis, interpretation, and drawing conclusions are all part of the evaluation of Islamic Religious Education learning. The findings of the cognitive domain evaluation are useful in assessing students' understanding of the religious material they are learning or in fostering innovative religious thinking processes in children. When including the emotional domain, the evaluation findings are useful in determining how effectively students can absorb, understand, and apply religious principles.