IMPLEMENTASI KURIKULIM MERDEKA DALAM KEMAMPUAN BERFIKIR KRITIS PADA PEMBELAJARAN AL-QUR’AN HADIST DI MAN 1 LAMPUNG TIMUR

MELI, SAPITRI (2025) IMPLEMENTASI KURIKULIM MERDEKA DALAM KEMAMPUAN BERFIKIR KRITIS PADA PEMBELAJARAN AL-QUR’AN HADIST DI MAN 1 LAMPUNG TIMUR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan merupakan proses fundamental yang berperan dalam mengembangkan kepribadian, wawasan, serta keterampilan individu agar mampu beradaptasi dan berpikir kritis dalam menghadapi dinamika global. Dalam upaya meningkatkan kualitas pendidikan, pemerintah Indonesia telah menginisiasi pembaruan melalui Kurikulum Merdeka, yang memberikan fleksibilitas kepada sekolah, guru, dan peserta didik dalam mengelola proses pembelajaran sesuai dengan kebutuhan dan karakteristik masing-masing. penelitian ini mengkaji pelaksanaan kurikulum serta dampaknya terhadap peningkatan keterampilan berpikir kritis siswa dalam konteks pembelajaran Al -Qur’an Hadist .Penelitian ini bertujuan untuk menganalisis bagaimana implementasi Kurikulum Merdeka memengaruhi kemampuan berpikir kritis peserta didik dalam pembelajaran Al-Qur’an Hadist di MAN 1 Lampung Timur. Metode Penelitian ini menggunakan pendekatan kualitatif deskriptif, yang bertujuan untuk menggambarkan dan menjabarkan objek atau subjek secara mendalam, luas dan terperinci. Adapun teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Data yang diperoleh dianalisis menggunakan model Miles dan Huberman, yang bersifat interaktif dan berlangsung secara berkelanjutan hingga datanya dianggap lengkap dan memenuhi tujuan pembelajaran. Proses analisis data mencakup tiga tahap utama, yaitu reduksi data, penyajian data, dan kesimpulan. Pendekatan ini bertujuan untuk mendeskripsikan data yang diperoleh mengenai implementasi kurikulum merdeka terhadap kemampuan berfikir kritis pada mata pelajaran Al- Qur’an Hadist. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka di MAN 1 Lampung Timur telah berjalan dengan baik. Guru menggunakan berbagai model pembelajaran inovatif seperti discovery learning, karya kunjung, market of place, dan demonstrasi, serta memanfaatkan media pembelajaran digital dan konvensional. Proses pembelajaran dirancang secara sistematis mulai dari kegiatan religius, inti yang menekankan diskusi, kolaborasi, komunikasi, dan kreativitas, hingga penutup yang memotivasi siswa. Guru aktif memberikan ruang bagi siswa untuk berpikir kritis melalui pertanyaan terbuka, diskusi kelompok, dan presentasi. Dukungan kepala sekolah dan waka kurikulum juga sangat membantu dalam penyediaan fasilitas, pelatihan, dan motivasi bagi guru. Kemampuan berpikir kritis siswa sudah mulai berkembang pada enam indikator ii utama, yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri. Siswa mampu memahami dan menafsirkan makna ayat, mengidentifikasi inti pesan, menilai relevansi ayat dengan kehidupan sehari-hari, menarik kesimpulan, menjelaskan hasil analisis, serta melakukan refleksi dan perbaikan diri dalam proses belajar. Kendala yang ditemukan antara lain rasa kurang percaya diri, variasi kemampuan antar siswa, serta keterbatasan waktu dan fasilitas pembelajaran. Dengan pembiasaan, bimbingan berkelanjutan, dan inovasi metode pembelajaran, diharapkan kemampuan berpikir kritis siswa akan semakin meningkat dan mendukung pencapaian tujuan Kurikulum Merdeka secara optimal. Kata Kunci : Implementasi Kurikulum Merdeka, Berfikir Kritis, Al Qur’an Hadist iii ABSTRACT Education is a fundamental process that plays a role in developing individual personality, insight, and skills to be able to adapt and think critically in facing global dynamics. In an effort to improve the quality of education, the Indonesian government has initiated reform through the Independent Curriculum, which provides flexibility to schools, teachers, and students in managing the learning process according to their respective needs and characteristics. This study examines the implementation of the curriculum and its impact on improving students' critical thinking skills in the context of learning the Al-Qur'an Hadith. This study aims to analyze how the implementation of the Independent Curriculum affects students' critical thinking skills in learning the Al-Qur'an Hadith at MAN 1 East Lampung. This research method uses a descriptive qualitative approach, which aims to describe and explain objects or subjects in depth, broadly and in detail. The data collection techniques use observation, interviews and documentation. The data obtained are analyzed using the Miles and Huberman model, which is interactive and continues until the data is considered complete and meets learning objectives. The data analysis process includes three main stages, namely data reduction, data presentation, and conclusions. This approach aims to describe the data obtained regarding the implementation of the independent curriculum on critical thinking skills in the Al-Qur'an Hadith subject. The results of the study showed that the implementation of the Independent Curriculum at MAN 1 East Lampung has gone well. Teachers use various innovative learning models such as discovery learning, field trips, market of place, and demonstrations, and utilize digital and conventional learning media. The learning process is designed systematically starting from religious activities, core activities that emphasize discussion, collaboration, communication, and creativity, to closing activities that motivate students. Teachers actively provide space for students to think critically through open questions, group discussions, and presentations. The support of the principal and the vice curriculum is also very helpful in providing facilities, training, and motivation for teachers. Students' critical thinking skills have begun to develop in six main indicators, namely interpretation, analysis, evaluation, inference, explanation, and self regulation. Students are able to understand and interpret the meaning iv of verses, identify the core message, assess the relevance of verses to everyday life, draw conclusions, explain the results of the analysis, and reflect and improve themselves in the learning process. The obstacles found include lack of self-confidence, variations in abilities between students, and limited time and learning facilities. With habituation, continuous guidance, and innovation in learning methods, it is hoped that students' critical thinking skills will increase and support the achievement of the goals of the Independent Curriculum optimally. Keywords: Implementation of Independent Curriculum, Critical Thinking, Al-Qur'an Hadith

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