SINTA

0.0

Impact

Scholar

11

H-Index

Jurnal Pendidikan Agama Islam Indonesia (JPAII)

an Open Access Journal

Challenges Of Humanistic Ski Learning In The Independent Curriculum

Raihanah ZR Lubis
Institut agama islam pemalang
Indonesia
hana.lubis1603@gmail.com
Siti Masitoh
Institut Agama Islam Pemalang
Indonesia
Feni Fitriyah
Institut Agama Islam Pemalang
Indonesia
Peti Rizkiyani
Institut Agama Islam Pemalang
Indonesia
Meirina
Institut Agama Islam Pemalang
Indonesia
Share

  • Purpose of the study: This study aims to analyze the challenges of implementing humanistic-oriented Islamic Cultural History (SKI) learning within the framework of the Merdeka Curriculum and to identify factors that hinder the realization of meaningful, student-centered, and character-oriented learning.

    Methodology: This study employed a qualitative approach using library research. Data sources included accredited journal articles, academic books, official curriculum documents, and scientific publications related to Islamic education, humanistic learning, and Islamic Cultural History (SKI) instruction. Data were analyzed using content analysis techniques through data reduction, categorization, interpretation, and conclusion drawing.

    Main Findings: The findings reveal four major challenges in implementing humanistic SKI learning: the dominance of rote-learning approaches, limited pedagogical competence among teachers, insufficient contextual learning media and resources, and difficulties in integrating Islamic humanistic values into learning practices. These challenges hinder the development of historical awareness, social sensitivity, critical thinking, empathy, and character development among students.

    Novelty/Originality of this study: This study contributes a focused analysis of the challenges in implementing humanistic-oriented SKI learning within the Merdeka Curriculum framework. It highlights the relationship between curriculum transformation and the integration of Islamic humanistic values, providing a conceptual basis for strengthening pedagogical competence, developing innovative learning resources, and improving character-oriented Islamic education.

  • How to cite

    [1]
    “Challenges Of Humanistic Ski Learning In The Independent Curriculum”, J. Pend. A. Isl. Ind, vol. 7, no. 3, pp. 168–175, Jun. 2026, doi: 10.37251/jpaii.v7i3.3439.

    More Citation Formats

  • 41
    Abstract views
    14
    Downloads

    Metrics — Badges

    1. [1] Ministry of Education, Culture, research, and technology, learning and assessment guidelines: Early childhood, primary, and secondary education. Jakarta, Indonesia: Ministry of Education, Culture, Research, and Technology, 2022.
    2. [2] M. Huda and M. Kartanegara, Reconstructing humanistic Islamic education: Ontological and pedagogical perspectives, Jurnal Pendidikan Islam, vol. 11, no. 1, pp. 1–22, 2022, doi: 10.14421/jpi.2022.111-01.
    3. [3] I. Muhammad, Optimizing the learning of the History of Islamic Civilization: Uncovering the essence of the Merdeka Curriculum, Jurnal Mudarrisuna, vol. 13, no. 4, pp. 520–539, 2023, doi: 10.22373/jm.v13i4.22202.
    4. [4] K. K. Lestari, L. Farida, D. Nengsih, and S. Ani, The implementation of history of islamic civilization learning in the merdeka curriculum at muhammadiyah 2 islamic elementary school, Sorong Regency, MIDA: Jurnal Pendidikan Dasar Islam, vol. 8, no. 2, pp. 1–15, 2024, doi: 10.52166/mida.v8i2.10328.
    5. [5] M. N. I. Nurdin and I. Jaya, Analysis of humanistic Islamic educational values in the concept of the Merdeka Curriculum: A review of Abdurrahman Mas'ud's perspective, HEUTAGOGIA: Journal of Islamic Education, vol. 3, no. 1, pp. 85–96, 2023, doi: 10.14421/hjie.2023.31-07.
    6. [6] Hilmin, Internalizing the values of religious moderation in the Merdeka Curriculum for Islamic Religious Education, Muaddib: Islamic Education Journal, vol. 7, no. 1, pp. 1–18, 2024, doi: 10.19109/muaddib.v7i1.24478.
    7. [7] M. R. Fadli, Understanding the design of qualitative research methods, Humanika: Kajian Ilmiah Mata Kuliah Umum, vol. 21, no. 1, pp. 33–54, 2021, doi: 10.21831/hum.v21i1.38075.
    8. [8] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative data analysis: A methods sourcebook, 3rd ed. Thousand Oaks, CA, USA: Sage Publications, 2014.
    9. [9] A. Mas'ud, Towards a non-dichotomous educational framework: Religious humanism as a paradigm of islamic education. Yogyakarta, Indonesia: Gama Media, 2019.
    10. [10] A. Fauzi and U. Hasanah, Student-centered learning in the implementation of the Merdeka Curriculum: Conceptual and practical perspectives, Jurnal Pendidikan Indonesia, vol. 10, no. 4, pp. 523–536, 2021, doi: 10.23887/jpi-undiksha.v10i4.34781.
    11. [11] N. P. Sari and T. Hidayat, Strengthening the dimensions of the Pancasila Student Profile in Islamic Religious Education learning: Implementation and challenges, Jurnal pendidikan karakter, vol. 14, no. 1, pp. 33–47, 2024, doi: 10.21831/jpka.v14i1.64321.
    12. [12] N. Rohmah, Dialogue across time: An empathetic approach to learning Islamic history in madrasahs, Jurnal Pendidikan Sejarah, vol. 11, no. 2, pp. 88–104, 2022, doi: 10.21009/JPS.112.05.
    13. [13] P. Freire, Pedagogy of the Oppressed, 30th Anniversary ed. New York, NY, USA: Continuum, 2020.
    14. [14] D. Rahmawati and A. Nugraha, Challenges in implementing the Merdeka Curriculum in Islamic Religious Education subjects at elementary schools, Jurnal Pendidikan Islam Indonesia, vol. 9, no. 1, pp. 44–59, 2024, doi: 10.35316/jpii.v9i1.6821.
    15. [15] S. Khalijah and Zuliana, Content analysis of Islamic Religious Education materials in the Merdeka Curriculum, Journal of Education Research, vol. 5, no. 1, pp. 208–218, 2024, doi: 10.37985/jer.v5i1.956.
    16. [16] M. Huda, Character education and Islamic values in contemporary learning, International Journal of Islamic Educational Psychology, vol. 2, no. 1, pp. 45–58, 2021, doi: 10.18196/ijiep.v2i1.11811.
    17. [17] M. A. Abdullah, Islamic studies in higher education in Indonesia: Challenges, impact and prospects, Al-Jami'ah: Journal of Islamic Studies, vol. 58, no. 1, pp. 1–32, 2020, doi: 10.14421/ajis.2020.581.1-32.
    18. [18] K. Anwar, The transformation of Islamic history learning in the digital era, Jurnal Pendidikan Agama Islam, vol. 17, no. 2, pp. 201–214, 2020, doi: 10.14421/jpai.2020.172-05.
    19. [19] F. Rohman, Integrating humanistic values into contemporary Islamic education: Philosophical and practical perspectives, Tarbawi: Jurnal Pendidikan Islam, vol. 20, no. 1, pp. 77–91, 2023, doi: 10.26618/jtw.v20i1.10452.
    20. [20] A. Prastowo, Value-based humanistic learning in Islamic education: Concepts and implementation, Jurnal Pendidikan Agama Islam, vol. 19, no. 1, pp. 1–15, 2022, doi: 10.14421/jpai.2022.191-01.
    21. [21] M. Yasin, Revitalizing project-based History of Islamic Civilization learning in the era of the Merdeka Curriculum, Jurnal Pendidikan Sejarah Islam, vol. 5, no. 2, pp. 110–125, 2023, doi: 10.24090/jpsi.v5i2.8932.
    22. [22] Suyitno, Humanistic learning approach in Islamic education: Philosophical foundations and practical strategies, Jurnal Pendidikan Islam, vol. 11, no. 2, pp. 145–160, 2022, doi: 10.14421/jpi.2022.112-06.
    23. [23] E. Mulyasa, Implementing the Merdeka Curriculum to achieve meaningful learning, Jurnal Pendidikan dan Kebudayaan, vol. 8, no. 2, pp. 115–129, 2023, doi: 10.24832/jpnk.v8i2.3701.
    24. [24] M. A. Patty, A. Prastowo, and S. D. R. Sahmat, Humanizing learning: Implementing the humanistic approach in inclusive Islamic education, HEUTAGOGIA: Journal of Islamic Education, vol. 4, no. 1, pp. 45–62, 2024, doi: 10.14421/hjie.2024.41-07.
    25. [25] U. Aiman, I. W. Lasmawan, and I. W. Suastra, Analysis of the Merdeka Curriculum from the perspective of humanistic learning theory, Jurnal Ilmiah Profesi Pendidikan, vol. 9, no. 3, pp. 1898–1903, 2024, doi: 10.29303/jipp.v9i3.2451.
    26. [26] Y. Hariyasasti, E. Y. Kristanti, A. Darmuki, and M. Kanzunnudin, The influence of humanistic learning theory and holistic education theory on the quality of student learning outcomes at Jembulwunut Elementary School in the digital era, International Journal of Social and Management Studies (IJOSMAS), vol. 6, no. 3, pp. 24–32, 2025.
    27. [27] T. Susanti, D. Damris, M. Maison, and T. Tanti, “Learning environment and motivation in junior high school,” Univers. J. Educ. Res., vol. 8, no. 5, pp. 2047–2056, 2020.
    28. [28] Maison, Syahrial, Syamsurizal, and Tanti, “Learning environment, students’ beliefs, and self-regulation in learning physics: Structural equation modeling,” J. Balt. Sci. Educ., vol. 18, no. 3, pp. 389–403, 2019, doi: 10.33225/jbse/19.18.389.
    29. [29] A. R. Saidek, Tanti, F. Anwar, and T. Rahman, “Reorientation of the Islamic religious education curriculum through a humanistic approach and social reconstruction in the global era,” At-Ta’lim J. Kaji. Pendidik. Agama, vol. 8, no. 1, pp. 18–39, 2026, [Online]. Available: https://www.preventionweb.net/news/preliminary-report-february-6-2023-earthquakes-turkiye
    30. [30] T. Tanti, D. A. Kurniawan, R. Perdana, and O. H. Wiza, “Comparison of student attitudes toward natural sciences in rural middle schools in Jambi Province,” Ta’dib, vol. 23, no. 1, pp. 63–74, 2020.
    31. [31] D. Syalawaty, A. Aldi, T. Tanti, W. Utami, and D. Deliza, “Mosques and literacy reading of the Quran: Empowering mosques as educational centers during covid-19 outbreak,” J. Qual. Assur. Islam. Educ., vol. 1, no. 2, pp. 73–84, 2021, doi: 10.47945/jqaie.v1i2.433.