Implementasi Kurikulum Merdeka Terhadap Mata Pelajaran Pendidikan Agama Hindu Dan Budi Pekerti Di SMP Negeri 8 Palangka Raya

Abstract

This study seeks to provide an in-depth description of the implementation of the Merdeka Curriculum within the Hindu Religious Education and Character Education subject at SMPN 8 Palangka Raya. National education policy grants schools enhanced autonomy to develop students’ potential to the fullest, emphasizing student-centered pedagogies, character strengthening, and flexible learning management. Within the Hindu Religious Education and Character Education domain, the Merdeka Curriculum aims to cultivate learners who possess strong faith, virtuous character, and the capacity to actualize the noble values of Hinduism in everyday life. A descriptive qualitative design was employed, utilizing observation, interviews, and documentation as the primary data collection techniques. Data were analyzed through the processes of data reduction, data display, and conclusion formulation. The findings regarding the implementation of the Merdeka Curriculum in Hindu Religious Education and Character Education at SMPN 8 Palangka Raya indicate the presence of three essential instructional stages:
(1) The preparatory and planning stage, comprising: Participation in professional development programs related to the Merdeka Curriculum, Design and administration of diagnostic assessments, Development and organization of instructional materials, Determination of learning themes, Selection of pedagogical methods and strategies, Identification of relevant learning resources, tools, and media; (2) The implementation stage, during which teachers execute instructional activities aligned with the principles of the Merdeka Curriculum, spanning the introductory, core, and concluding phases of the lesson; (3) The evaluation stage, where teachers conduct both formative and summative assessments to measure learning progress and outcomes. Overall, the results demonstrate that the implementation of the Merdeka Curriculum in Hindu Religious Education and Character Education at SMPN 8 Palangka Raya has proceeded effectively. Teachers have succeeded in designing contextualized instructional materials, fostering active student participation, and integrating Hindu values and character education into classroom practice. Despite this, several obstacles remain, including limitations in instructional resources, teachers’ adjustment to newly introduced learning tools, and varying levels of student readiness in engaging with curriculum-based learning. Efforts to address these challenges include ongoing teacher training, collegial collaboration, institutional support, and the utilization of digital learning media. In conclusion, the implementation of the Merdeka Curriculum has yielded positive outcomes for Hindu Religious Education and Character Education, particularly in strengthening students’ character, autonomy, and moral development—especially among Hindu learners. The curriculum also has the potential to enhance teachers’ capacity to develop innovative and creative learning materials, provided that sustained support from schools and government institutions continues to be ensured.