Pedagogical Transformation Through Student-Centered Learning in Islamic Religious Education under the Kurikulum Merdeka Framework: A Qualitative Case Study
Authors
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Almas Dzakiyyah
Institut Islam Mamba'ul 'Ulum Surakarta, Indonesia
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Muhammad Ja'far Nashir
Institut Islam Mamba'ul 'Ulum Surakarta, Indonesia
DOI:
https://doi.org/10.55757/ashlach.v4i02.1521Keywords:
Student-Centered Learning, Pedagogical Transformation, Islamic Religious Education, Kurikulum Merdeka, Meaningful LearningAbstract
This study examines how instructional planning, classroom facilitation, assessment, and institutional support interact in Student-Centered Learning (SCL) within Islamic Religious Education under Kurikulum Merdeka. A qualitative case study at SMP Muhammadiyah 7 Banyudono Program Khusus drew on five interviews dated 6 June 2026 with the principal, a PAI teacher, and three Grade VIII students, together with a completed classroom observation form and documentation records. Analysis followed data condensation, display, and conclusion verification. The findings identify topic-sensitive methods, teacher explanation combined with questioning and practice, process-oriented assessment, and support through supervision and monthly teacher discussion. Participation was uneven, and group cooperation, lesson time, and access to shared equipment posed constraints. Practical Fiqh activities connected religious understanding to performance, while approachable teacher–student relationships created opportunities for moral conversation. These findings suggest pathways toward value internalization, but do not establish sustained behavioural change. The article proposes a contextual model connecting four pedagogical dimensions and discusses its relevance to Indonesia’s diverse Islamic educational institutions while retaining the Muhammadiyah identity of the case.
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