Adaptive Learning Management of the Merdeka Curriculum in an Islamic Boarding School
DOI:
https://doi.org/10.30605/jsgp.9.1.2026.7928Keywords:
Merdeka Curriculum, Learning Management, Adaptive Curriculum Management, Islamic Boarding SchoolAbstract
The urgency of this study lies in aligning the flexibility of Kurikulum Merdeka with the unique system of Islamic boarding schools to create an adaptive and value-based learning model. The implementation of the Merdeka Curriculum in Islamic boarding school contexts presents unique managerial and pedagogical challenges due to the need to integrate national education standards with pesantren traditions. However, limited studies have examined how learning management is operationalized within this dual-structure system. This study aims to analyze the learning management practices in implementing the Merdeka Curriculum at a pesantren-based junior secondary school. This research employed a qualitative case study design. The participants consisted of the school principal, curriculum coordinator, subject teachers, and tahfidz teacher who were directly involved in curriculum implementation. Data were collected through semi-structured interview guides, classroom observation sheets, and document analysis checklists covering teaching modules, assessment records, and institutional policy documents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. Triangulation across interviews, observations, and documentation was conducted to ensure credibility and consistency of findings. The findings indicate that curriculum implementation reflects an adaptive learning management model characterized by integrated planning, student-centered and project-based instruction, differentiated learning strategies, and holistic assessment practices. The study highlights how pesantren institutions reinterpret national curriculum reform contextually while maintaining institutional identity, although challenges related to teacher readiness and resource limitations remain evident.
References
Adiyani, R., Anwar, M., & Abidin, Z. (2025). Teachers’ Perceptions and Experiences in Implementing Independent Curriculum in Indonesian Madrasahs. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 18(1), 138–150. https://doi.org/10.37812/fikroh.v18i1.1830
Adolfina, & Rahmawati, T. (2025). Strategies for Improving Elementary School Teachers’ Professional Competence in Remote Regions: A Case Study in Merauke Regency, Papua Province. Journal of Innovation and Research in Primary Education, 4(4), 3880–3891. https://doi.org/10.56916/jirpe.v4i4.2597
Ali, L. (2018). The Design of Curriculum , Assessment and Evaluation in Higher Education with Constructive Alignment. Journal of Education and E-Learning Research, 5(1), 72–78. https://doi.org/10.20448/journal.509.2018.51.72.78
Alvunger, D. (2018). Teachers’ Curriculum Agency in Teaching a Standards-Based Curriculum. The Curriculum Journal, 29(4), 479–498. https://doi.org/10.1080/09585176.2018.1486721
Anderson, L. W. (2002). Curricular Alignment: A Re-Examination. Theory Into Practice, 41(4), 255–260. https://doi.org/10.1207/s15430421tip4104_9
Arkananta, J. A., & Rahman, G. (2024). Enhancing Communicative Competence through Learner-Centered Approach in SMK Pharmacy Surabaya: A Study on Merdeka Curriculum. Sinergi International Journal of Education, 2(1), 36–56. https://doi.org/10.61194/education.v2i1.502
Basir, M., Ali, S., & Gulliver, S. R. (2021). Validating Learner-Based E-Learning Barriers: Developing an Instrument to Aid E-Learning Implementation Management and Leadership. International Journal of Educational Management, 35(6), 1277–1296. https://doi.org/10.1108/IJEM-12-2020-0563
Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. S. (2018). Student Teachers’ Practice and Experience with Differentiated Instruction for Students with Higher Learning Potential. Teaching and Teacher Education, 71(April), 34–45. https://doi.org/10.1016/j.tate.2017.12.003
Buabeng, I., & Amo-Darko, B. (2025). Curriculum Reforms Without Foundation: The Effects of Inadequate Preparation in Curriculum Reforms on Ghanaian Teachers and the Education System. Curriculum Perspectives, 45(2), 133–147. https://doi.org/10.1007/s41297-025-00309-7
Butler, D., Leahy, M., Twining, P., Akoh, B., Chtouki, Y., Farshadnia, S., Moore, K., Nikolov, R., Pascual, C., Sherman, B., & Valtonen, T. (2018). Education Systems in the Digital Age: The Need for Alignment. Technology, Knowledge and Learning, 23(3), 473–494. https://doi.org/10.1007/s10758-018-9388-6
Dhohir, I. I., Mujahidin, E., & Andriana, N. (2025). Implementasi Pembelajaran PAI Berbasis Proyek Pada Kurikulum Merdeka di SMA Pesantren Unggul Albayan. AL-AFKAR: Journal for Islamic Studies, 8(1), 1682–1700. https://doi.org/10.31943/afkarjournal.v8i1.1328.Implementation
Efgivia, M. G., Adora Rinanda, R. ., Suriyani, Hidayat, A., Maulana, I., & Budiarjo, A. (2021). Analysis of Constructivism Learning Theory. Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020), 585, 208–212. https://doi.org/10.2991/assehr.k.211020.032
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated Instruction: The Diversity of Teachers’ Philosophy and Praxis to Adapt Teaching to Students’ Interests, Readiness and Learning Profiles. International Journal of Inclusive Education, 26(14), 1383–1400. https://doi.org/10.1080/13603116.2020.1812739
Gregory, E. (2020). Methodological Challenges for the Qualitative Researcher: The Use of a Conceptual Framework Within a Qualitative Case Study. London Review of Education, 18(1), 126–141. https://doi.org/10.18546/LRE.18.1.09
Halimah, S., Yusuf, A., & Safiudin, K. (2024). Pesantren Education Management: The Transformation of Religious Learning Culture in the Age of Disruption. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 9(3), 648–666. https://doi.org/10.31538/ndhq.v9i3.16
Hasan, M. F. (2025). Educational Authority and Regulatory Legitimacy: Comparing Normative Systems in Pesantren and Public Schools in Indonesia. Legal Pluralism and Critical Social Analysis, 57(2–3), 182–206. https://doi.org/10.1080/27706869.2025.2556586
Hasanah, E., Suyatno, S., Maryani, I., Badar, M. I. Al, Fitria, Y., & Patmasari, L. (2022). Conceptual Model of Differentiated-Instruction (DI) Based on Teachers ’ Experiences in Indonesia. Education Sciences, 12(10), 1–17. https://doi.org/10.3390/educsci12100650
Hasnahwati, Tobroni, Haris, A., & Romelah. (2025). Differentiation-Based Innovations in Islamic Education : A Study within Indonesia’s Merdeka Curriculum Framework. PROGRESIVA: Jurnal Pemikiran Dan Pendidikan Islam, 14(1), 85–98. https://doi.org/10.22219/progresiva.v14i01.37688
Hidayat, A. F. N., & Susanti, A. (2025). Analisis Implementasi Kurikulum Merdeka pada Jurusan MPLB di SMK Widya Praja Ungaran. Jurnal Studi Guru Dan Pembelajaran, 8(3), 1779–1788. https://doi.org/10.30605/jsgp.8.3.2025.6952
Inman, T. F., & Roberts, J. L. (2021). Authentic, Formative, and Informative: Assessment of Advanced Learning. In Modern Curriculum for Gifted and Advanced Academic Students (pp. 205–236). Routledge. https://doi.org/10.4324/9781003236696
Iskandar, Putra, A. B., Mank, M. A., Juniarni, C., & Husni, T. A. (2024). Balancing Tradition and Modernity: Evaluating the Impact of Pesantren Leadership on Curriculum Transformation Outcomes. Idarah: Jurnal Pendidikan Dan Kependidikan, 8(1), 65–78. https://doi.org/10.47766/idarah.v8i1.3244
Jupitasari, M., & Khairullah. (2025). Urban and Rural Teachers’ Perceptions of the Implementation of the Merdeka Curriculum: A Case Study of Teachers in West Kalimantan. INTERACTION: Jurnal Pendidikan Bahasa, 12(3), 395–407. https://doi.org/10.36232/interactionjournal.v12i3.3081
Kandiko Howson, C., & Kingsbury, M. (2023). Curriculum Change as Transformational Learning. Teaching in Higher Education, 28(8), 1847–1866. https://doi.org/10.1080/13562517.2021.1940923
King, L. E. (2024). Curriculum Implementation. In L. E. King (Ed.), Australian Transnational Vocational Education: Imperatives, Challenges and Improvements for Curriculum Implementation (pp. 47–81). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-0978-9_3
Li, C., & Zhang, C. (2024). Exploring the Current Landscape of Primary School Physical Education Within the Framework of the New Curriculum Reform: A Quality Evaluation Model Perspective. Journal of the Knowledge Economy, 15(4), 20677–20698. https://doi.org/10.1007/s13132-024-01873-5
Mahmoudi, S., & Author, C. (2012). Holistic Education : An Approach for 21 Century. International Education Studies, 5(2), 178–186. https://doi.org/10.5539/ies.v5n3p178
Mansur, Y. M., & Sukirman. (2024). Pioneering Harmony: Bringing Pancasila to Life through the “Kurikulum Merdeka.” Journal of Education and Teaching (JET), 5(1), 91–107. https://doi.org/10.51454/jet.v5i1.328
Meidawati, & Kusdarini, E. (2025). Implementation of the Merdeka Curriculum in the Planning, Implementation, and Assessment of Pancasila Education Learning in Senior High Schools. Jurnal Penelitian Pendidikan IPA, 11(2), 508–515. https://doi.org/10.29303/jppipa.v11i2.10202
Miller, J. P. (2018). Holistic Education: A Brief History. In International Handbook of Holistic Education (pp. 5–16). Routledge. https://doi.org/10.4324/9781315112398
Nsyengula, S., Haule, E., Mhagama, W., & Wang’uba, J. (2024). Enhancing Competency-Based Learning Through Flipped Classroom Approach. Journal of Classroom Action Research, 3(2), 36–42. https://doi.org/10.52622/jcar.v3i2.248
Nurfaisal, N., Sunengko, S., & Abbas, M. F. F. (2024). Effective Curriculum Management in Islamic Primary Education: A Case Study of Integrated Islamic Schools. Al-Ishlah: Jurnal Pendidikan, 16(4), 4578–4587. https://doi.org/10.35445/alishlah.v16i4.6211
Nwachukwu, E. L., Egbue, N. G., & Victor-Nwakaku, I. (2025). Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking. Journal of Digital Learning and Distance Education, 4(5), 1689–1703. https://doi.org/10.56778/jdlde.v4i5.588
Oksari, A. A., Susanty, D., Wardhani, G. A. P. K., & Nurhayati, L. (2022). Analisis Implementasi Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM) Program Studi Biologi Universitas Nusa Bangsa. Jurnal Studi Guru Dan Pembelajaran, 5(1), 78–85. https://doi.org/10.30605/jsgp.5.1.2022.1556
Okta, S. L., & Putra, D. (2025). Adaptation of Independent Learning Curriculum by Elementary School Teachers: Case Study in the Indonesia–Malaysia Border Region. International Journal of Ethno-Sciences and Education Research, 5(2), 65–70. https://doi.org/10.46336/ijeer.v5i2.936
Putri, R., Gunawan, R. G., Ramadhani, Y. R., Gistituati, N., & Rusdinal, R. (2023). An Analysis of Educational Policies Related to The Implementation of The Merdeka Curriculum in Madrasah. Jurnal Komunikasi Pendidikan, 7(2), 102–119. https://doi.org/10.32585/jurnalkomdik.v7i2.4250%0Achanges
Rahimi, R. A., & Oh, G. S. (2024). Rethinking the Role of Educators in the 21st Century: Navigating Globalization, Technology, and Pandemics. Journal of Marketing Analytics, 12(2), 182–197. https://doi.org/10.1057/s41270-024-00303-4
Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2024). Relationships between Change Management, Knowledge Sharing, Curriculum Coherence and School Impact in National Curriculum Reform: A Longitudinal Approach. International Journal of Leadership in Education, 27(6), 1395–1419. https://doi.org/10.1080/13603124.2021.1972165
Sundberg, D., & Wahlström, N. (2017). From Transnational Curriculum Standards to Classroom Practices: The New Meaning of Teaching. In Transnational Curriculum Standards and Classroom Practices (pp. 133–150). Routledge. https://doi.org/10.4324/9781315110424
Surahman, S., & Nayla, M. R. (2025). Optimizing the Role of Curriculum Management in Integrating Islamic Values in Islamic Educational Institutions. Fitrah: Jurnal Studi Pendidikan, 16(1), 75–87. https://doi.org/10.47625/fitrah.v16i1.1000
Tomlinson, C. A. (2017). Differentiated Instruction. In Fundamentals of Gifted Education: Considering Multiple Perspectives (2nd ed., p. 14). Routledge. https://doi.org/10.4324/9781315639987
Umar, U., Jayanti, M. I., Annafi, N., & Lukman, L. (2024). Persepsi Guru Terhadap Implementasi Kurikulum Merdeka Pada Sekolah Dasar . Jurnal Studi Guru Dan Pembelajaran, 7(1), 57–69. https://doi.org/10.30605/jsgp.7.1.2024.3386
Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020). Using Principles of Authentic Assessment to Redesign Written Examinations and Tests. Innovations in Education and Teaching International, 57(1), 38–49. https://doi.org/10.1080/14703297.2018.1564882
Wahlström, N. (2023). Curriculum Policy, Teaching, and Knowledge Orientations. Teachers and Teaching, 29(3), 259–275. https://doi.org/10.1080/13540602.2022.2159364
Wasehudin, Rohman, A., Wajdi, M. B. N., & Marwan. (2023). Transforming Islamic Education Through Merdeka Curriculum in Pesantren. Jurnal Pendidikan Islam, 9(2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918
Weiss, M., Barth, M., & von Wehrden, H. (2021). The Patterns of Curriculum Change Processes that Embed Sustainability in Higher Education Institutions. Sustainability Science, 16(5), 1579–1593. https://doi.org/10.1007/s11625-021-00984-1
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The Relevance of Vygotsky’s Constructivism Learning Theory with the Differentiated Learning Primary Schools. Journal of Education and Learning, 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Wong, B. S., Chue, K. L., Ali, R. B., & Lee, P. (2023). Differentiated Instruction: A Comparison of Motivation and Perceived Competence between Students with High and Low Readiness Levels. Educational Research for Policy and Practice, 22(1), 139–151. https://doi.org/10.1007/s10671-022-09323-2
Zainuddin, Aidah, Mustafiyanti, & Susanti, A. (2025). Reconstruction of Pesantren Education: Analyzing Independent Curriculum in Transforming Islamic Education in Indonesia. Al-Munawwarah: Jurnal Pendidikan Islam, 17(1), 47–64. https://doi.org/10.35964/munawwarah.v17i1.387
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Syidrah Syidrah, Andi Sukmawati Assaad, Bustanul Iman RN
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
