Development And Changes Of Curriculum In Indonesia
DOI:
https://doi.org/10.36668/jmzpay10Abstract
Changes to the national curriculum in Indonesia are part of the dynamics of education policy, which continues to adapt to social and political developments and the demands of the times. This article aims to analyse the development of the national curriculum, starting from the 1994 Madrasah Curriculum, the Competency-Based Curriculum (CBC), the Education Unit Level Curriculum (KTSP), the 2013 Curriculum, to the Merdeka Curriculum, as well as its implications for the development of Islamic Religious Education. This study uses a qualitative approach with library research as the type of research, with data sources in the form of official policy documents and relevant scientific literature. The analysis was conducted using content analysis and comparative-historical techniques to identify patterns of paradigm shifts in the curriculum from time to time. The results of the study show that there has been a shift in orientation from a content-based approach to a competency-based approach, character integration, and learning flexibility. In the context of Islamic Religious Education, these changes have encouraged a transformation in learning from merely transferring normative knowledge to strengthening the spiritual, social, and reflective competencies of students. Thus, the future development of the Islamic Religious Education curriculum needs to be directed towards the integration of Islamic values and contextual needs in order to remain relevant and adaptive.
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