Implementasi Kurikulum Merdeka Pada Mata Pelajaran Al-Islam Di Sekolah Menengah Kejuruan Muhammadiyah Walangsawa

The implementation of the Merdeka Curriculum in Islamic Studies faces challenges when educational institutions are still developing, have limited resources, and serve students from diverse religious backgrounds. These conditions were observed at SMK Muhammadiyah Walangsawa in Lembata Regency, East Nusa Tenggara. This study aims to analyze the implementation of the Merdeka Curriculum in Al-Islam instruction in terms of planning, implementation, evaluation, as well as supporting and inhibiting factors. The study employs a qualitative approach using a case study design. Data were collected through semi-structured interviews, observations, and documentation, involving the principal, the vice principal for curriculum, and Al-Islam teachers as informants. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldaña, while data validity was verified through source triangulation, methodological triangulation, and member checking. The results indicate that the planning phase included the development of Learning Outcomes, Learning Objective Sequences, learning objectives, instructional modules, and assessment tools. Instructional delivery combined interactive lectures, question-and-answer sessions, discussions, presentations, practical exercises, and assignments. Evaluation included diagnostic, formative, and summative assessments. However, the use of diagnostic assessment results to adjust instruction has not been consistent. Leadership support and teacher competency development aid curriculum implementation, while limited facilities, learning resources, and uneven student participation pose challenges. The contribution of this study lies in its explanation of the relationship between the planning, implementation, and evaluation of Islamic studies in the context of Muhammadiyah schools, which are still developing in island regions and serve students from diverse religious backgrounds.