Evaluation of the Merdeka Curriculum in Islamic Education Using Goal-Free Evaluation: An Analysis of Instructional and Non-Instructional Impacts on Students’ Development

Artikel penelitian ini akan membahas implementasi kurikulum Merdeka pada pendidikan agama Islam di SD Muhammadiyah 21 Surabaya sebagai salah satu reformasi pendidikan yang ada di Indonesia. Penelitian ini akan dilakukan untuk menentukan dampak instruksional dan non-instruksional kurikulum terhadap perkembangan komprehensif siswa. Studi ini dilakukan karena keterbatasan ujian sebelumnya yang sangat berorientasi pada tujuan dan memiliki kemungkinan besar mengabaikan hasil belajar yang tidak terduga, khususnya yang bersifat moral dan spiritual. Strategi evaluasi kualitatif yang menggabungkan model GoalFree Evaluation (GFE) diterapkan dalam penetapan hasil aktual yang dicapai oleh siswa tanpa mengacu pada tujuan kurikulum yang telah ditetapkan. Informasi dikumpulkan melalui wawancara mendalam, observasi kelas dan seluruh sekolah, serta pembacaan dokumen. Hasil penelitian menunjukkan bahwa kurikulum Merdeka memfasilitasi pertumbuhan interaksi belajar, peningkatan interpretasi agama, dan peningkatan penilaian moral pada tingkat pengajaran. Hasil non- instruksional penting lainnya adalah pengembangan karakter, kepekaan spiritual, disiplin, dan kompetensi sosial yang sangat dipengaruhi oleh budaya sekolah, pembiasaan terhadap agama, dan kegiatan ekstrakurikuler.

===================================================================================================

The research article will address the implementation of merdeka curriculum to Islamic education of SD Muhammadiyah 21 Surabaya as one of the existing education reforms in Indonesia. The research will be carried out to determine instructional as well as noninstructional impacts of the curriculum on the comprehensive development of students. The study was conducted because of the limitations of the previous examinations which were very goal-oriented and had the most likelihoods of ignoring the unintended learning outcomes, particularly the moral and the spiritual one. The qualitative evaluative strategy incorporating GoalFree Evaluation (GFE) model was applied in the establishment of the actual outcomes that were realized by the students without any reference to any set curriculum objectives. The information was gathered through in depth interviews, classroom and school wide observations and document reading. The results show that merdeka curriculum facilitates the growth of learning interactions, improved religious interpretation, and improved moral judgment at the teaching levels. Other important non-instructional outcomes were character development, spiritual sensitivity, discipline and social competence which were highly influenced by the school culture, habituation to religion and extracurricular activities.