Internalisasi Nilai-Nilai Moderasi Beragama dalam Manajemen Kurikulum Merdeka Belajar di SMP Negeri 31 Rejang Lebong

Sari, Linda Nevia and Yanto, Murni and Sumarto, Sumarto (2026) Internalisasi Nilai-Nilai Moderasi Beragama dalam Manajemen Kurikulum Merdeka Belajar di SMP Negeri 31 Rejang Lebong. Masters thesis, Institut Agama Islam Negeri Curup.

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Abstract

ABSTRACT Linda Nevia Sari, NIM 24861011, Internalization of Religious Moderation Values in the Management of the Merdeka Curriculum at SMP Negeri 31 Rejang Lebong, Master's Thesis, Postgraduate Program, IAIN Curup, Islamic Education Management Study Program, 2026. This study examines the internalization of religious moderation values in the management of the Merdeka Curriculum at SMP Negeri 31 Rejang Lebong, covering the stages of planning, organizing, implementation, and evaluation. The study was motivated by the importance of strengthening moderate attitudes in schools and the need to optimize the integration of religious moderation values into the implementation of the Merdeka Curriculum. It aims to describe and analyze the process of internalizing religious moderation values through the management functions of the Merdeka Curriculum. This study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, vice principal, teachers, and students as informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. The trustworthiness of the data was established through source, technique, and time triangulation. The findings indicate that religious moderation values have been integrated into all management functions of the Merdeka Curriculum. At the planning stage, these values were incorporated into the school's vision, mission, Operational Curriculum of the Educational Unit (KOSP), and learning documents. During the organizing stage, the principal promoted coordination and collaboration among teachers. The implementation stage was carried out through classroom learning, the Pancasila Student Profile Strengthening Project (P5), and various habituation activities that fostered an inclusive school culture. Evaluation was conducted through observations of students' attitudes, student reflections, and teachers' evaluation meetings, although standardized assessment instruments have not yet been developed. Based on the findings, it can be concluded that the internalization of religious moderation values has been implemented contextually and integrated into the management of the Merdeka Curriculum. Its success is supported by the collaboration of all members of the school community and continuous habituation. However, further improvements in planning, implementation, and evaluation are needed to ensure that the internalization process becomes more effective, measurable, and sustainable. Keywords: Religious Moderation, Curriculum Management, Merdeka Curriculum, Value Internalization

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Thesis (Masters)

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