INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
Analysis of the Decree of the Minister of Religion (KMA) Number 347 of 2022 concerning Guidelines for Implementing the Merdeka Curriculum in Madrasahs (Multi-site Study at MTsN Binjai and MTS Nurul Iman Izzat.
Hasanuddin Munthe1* Wahyudin Nur Nasution2.
Solihah Titin Sumantri3 Universitas Islam NegeriSumatera Utara*1, 2, 3 email: hasanudin0331233013@uinsu.
email: wahyudinnst70@gmail.
email: solihahtitinsumanti@uinsu.
Abstract This study aims to determine how the Implementation of the Decree of the Minister of Religion (KMA) Number 347 of 2022 concerning guidelines for implementing an independent curriculum in madrasas at MTsN Binjai and Madrasah Tsanawiyah Nurul Iman Izzati Binjai.
This type of research is field research or .
ield reseac.
using a qualitative approach.
Qualitative research methods with data collected and analysed are more qualitative in nature.
This qualitative method is carried out using a multi-site research setting or more than one research To obtain the data needed in this study, field research was used through observation, interviews and documentation.
The result of this research is that the Decree of the Minister of Religious Affairs (KMA) Number 347 of 2022 concerning guidelines for implementing an independent curriculum in madrasas has been implemented at MTsN Binjai and Madrasah Tsanawiyah Nurul Iman Izzati Binjai.
In the process there are developments and innovations.
This KMA has been socialised, then steps are taken that are considered important and adjustments from teachers, infrastructure and readiness for the learning process.
Artikel Info Received:
March 17, 2025 Revised:
April 19, 2025 Accepted:
May 23, 2025 Published:
June 10, 2025 Keywords: KMA.
Madrasah.
Independent Curriculum.
Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana Implementasi Keputusan Menteri Agama (KMA) Nomor 347 tahun 2022 tentang pedoman implementasi kurikulum merdeka pada madrasah di MTsN Binjai dan Madrasah Tsanawiyah Nurul Iman Izzati Binjai.
Jenis penelitian ini adalah penelitian This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
lapangan atau .
ield reseac.
dengan menggunakan pendekatan Metode penelitian kualitatif dengan data yang terkumpul dan dianalisis lebih bersifat kualitatif.
Metode kualitatif ini dilakukan dengan menggunakan latar penelitian multi situs atau lebih dari satu lokasi penelitian.
Untuk mendapatkan data-datanya yang dibutuhkan dalam penelitian ini digunakan riset lapangan melalui observasi, wawancara dan Hasil dari penelitian ini adalah Keputusan Keputusan Menteri Agama (KMA) Nomor 347 tahun 2022 tentang pedoman implementasi kurikulum merdeka pada madrasah sudah di implementasikan pada MTsN Binjai dan Madrasah Tsanawiyah Nurul Iman Izzati Binjai.
Pada prosesnya terdapat pengembangan dan inovasi.
KMA ini telah disosialisasikan, selanjutnya dilakukan langkah yang dianggap penting dan penyesuaian dari guru-guru, sarana prasarana dan kesiapan proses pembelajaran.
Kata Kunci: KMA.
Madrasah.
Kurikulum Merdeka.
Introduction Indonesian nation and state.
The same The Unitary State of the Republic applies to education.
Education is a of Indonesia is a state based on process of seeking knowledge through Pancasila.
Indonesia's constitution is the 1945 Constitution that was agreed upon which are carried out by students.
by the founding fathers.
This shows the Regulations attitude and future direction of the Indonesia are contained in Law No.
advanced and independent Indonesian of 2003 on the national education AoAccording to Law No 20 of Every regulation, law and order of 2003 on the national education system, the nation and state is regulated in the education is a conscious and planned Law as a derivative of the constitution, effort to create a learning atmosphere namely the 1945 Constitution.
All and learning process so that students sectors of life are regulated in laws and actively develop their potential to have regulations issued for the benefit of society and the future progress of the intelligence, noble character, and skills This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
needed by themselves, society, nation, and state.
Ao (UU No 20 tahun 2.
(Hamalik, 2.
AoCitizens who are 6 years old can The learning process in schools follows the education programme which is tiered.
existing regulatory references.
The lowest level of education is primary education curriculum applied at school school (SD) or Madrasah Ibtidaiyah also follows the rules set by the (MI) and the equivalent.
The first level of education is junior high school implemented in school learning in (SMP) or Madrasah Tsanawiyah (MT.
Indonesia is the independent curriculum and the equivalent.
The final secondary (Permendigbud 56, 2.
The The education is senior high school (SMA) In this decision, it is listed how or Madrasah Aliyah (MA) and its the rules regarding the curriculum Ao (UU No 20 tahun 2.
applied in schools in the process of How important education is for a teaching and learning activities.
The nation and state because it will reflect issuance of this regulation also negates The the application of the K-13 curriculum government makes policies that regulate that was previously used.
The issuance the field of education centrally (Wina of this regulation is also a response to Sanjaya, 2.
This means that in efforts to restore national education practice there is no longer a difference after the coronavirus outbreak.
between general education and religious The independent curriculum is not Regulations made by the only applied in public schools, but also in madrasas.
Regulations issued by the guidelines for running a particular government must be implemented as The national education system lowers several sub-systems of education regulations applied to madrasas under that must be run as a manifestation of education itself.
Starting from the regarding the curriculum in madrasas existence of educational institutions, are contained in the Decree of the This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Ministry of Religious Special Affairs INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
Minister of Religious Affairs (KMA) number 347 of 2022.
AoBasically, this characteristics of their madrasahAo (KMA regulation regulates how the curriculum 347 2.
Based on implementation must be followed and made at MTsN Binjai and MTs Nurul carried out in every madrasa under the Iman Izati, it was found that the Decree Ministry of Religious Affairs.
(KMA
of the Minister of Religious Affairs 347 2.
(KMA) Number 347 of 2022 has been Madrasahs The institutions under the Ministry of Religious Affairs implement teaching implemented since the beginning of this However, the problem of religious learning content than schools implementing KMA in general.
Madrasahs in Indonesia in fact have diverse characteristics, namely For state madrasahs, private madrasahs managed by the community, pesantren- Furthermore, based madrasahs, academic madrasahs, implementation of the number of lesson hours also experienced problems.
The implementation of the curriculum that is programmes and others.
The learning established rules.
It is an obligation to process that takes place will encourage follow every rule that is made.
The same thing applies to the educational goals.
(KMA No 183 and 184 of 2.
standardisation used as stated in the The diversity of madrasahs affects Decree of the Minister of Religion the implementation of the curriculum in (KMA) Therefore, madrasahs can Therefore, it is necessary to discuss the innovate in implementing the madrasah This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Number
Whether
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
implementation requires evaluation or requires improvement Data Method research or .
ield reseac.
using a Qualitative research methods are research methods techniques are carried out by data This research method is field postpositivism, used to research on natural object conditions (Moleong.
Data checking techniques are Credibility test.
Transferability Reliability Dependability test and Confirmability This method is referred to as an interpretive method because the data from the research results are more The data collected and analysed are more qualitative in nature.
This qualitative method is carried out using a concerned with the interpretation of the data found in the field (Sugiyono, multi-site research setting or more than one research location (La Ode Hasiara.
Result and Discussion This qualitative research format Before explaining how curriculum is descriptive, or it can be called a implementation is carried out, first qualitative descriptive design.
In more detail, descriptive qualitative research is The word curriculum, in research that will describe, and explain terms of etymology comes from Latin the realities that occur in the field as a currere which means running on the social condition that occurs where this playing field (Ansyar, 2.
The term curriculum actually research is conducted.
Qualitative methods are used comes from the world of sports, because researchers will provide a especially in the field of athletics in systematic and careful and thorough ancient Roman times (Busro, 2.
description of the facts to be studied reviewed, the word curriculum when (Rohmad, 2.
connected with the basic meaning of the Data collection This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
word which means the playing field, it mature issues, the goal is that in every can be understood that the curriculum is action taken there are no mistakes that a means to achieve certain goals (Mulyasa, 2.
Curriculum means a Implementation of the distance that must be travelled by a curriculum is a way of applying or runner from the starting line or start to implementing a curriculum programme the finish line or finish to get a medal or that has been developed in the previous award for completing it (Arifin, 2.
stage, then tested with implementation The curriculum is a programme of and management, made adjustments to responsibility of the school and a the field situation and characteristics of students, both intellectual and emotional written plan to be implemented in Curriculum Meanwhile.
Tenner quoted said to be successful if it is carried out from Dimyati explains the concepts of with the right steps and its impact curriculum, curriculum as organised directly or indirectly affects teachers, knowledge, teaching mode, experience (Hermawan, 2.
In addition to being place, learning plan that has a purpose caused by teachers or educators, it turns (Dimyati, 2.
out that curriculum implementation will The curriculum is designed and also be successful if supported by made basically not just as a mere guideline, but to be implemented.
The management which of course is the curriculum will be meaningless if it responsibility of the school.
cannot be implemented or implemented Curriculum (Muhammad Busro, 2.
Implementation Implementation KMA 347 At standardise the implementation of the MTsN Binjai Curriculum in Madrasah and provide The curriculum must pay attention to several This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Guidelines opportunities for madrasah to innovate INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
(KMA Therefore, the equalisation of public schools and madrasahs provides space in the implementation of a special curriculum for religious learning in between public schools and religious increasingly eroded so as to produce graduates who have equality in other general knowledge.
The main substance of KMA Number Guidelines Implementing Merdeka Curriculum in Madrasahs is as transformation of learning in madrasahs to be more learner-centred, contextual, and oriented towards strengthening As explained by the Head of MTsN Binjai regarding the essence of the implementation of KMA 347 of Management.
Madrasahs are given the authority to develop an operational curriculum that is in characteristics of the education unit, local potential, and the needs of students.
This signifies a shift from a centralised approach to a more flexible and Second, differentiated and project-based The Merdeka Curriculum emphasises the importance of learning that adapts to the needs, interests and talents of learners.
The project to strengthen the Pancasila Student Profile Rahmatan lil AoAlamin Student Profile is an important part of shaping studentsAo character and social care.
Third, strengthening the role of teachers and madrasah principals.
Teachers and madrasah heads are no implementers, but learning designers and leaders in Therefore, it is necessary to increase the capacity and collaborative culture among all parts of the teaching staff.
Ao (Wahyudi.
Personal Interview.
MTsN Binjai has taken various strategic steps in order to prepare itself Some important points in my understanding of the substance of this KMA are the first independence in Curriculum This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
to implement KMA Number 347 of Our preparation is not only limited to administrative, but also touches substantial aspects, especially INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
capacity and adjusting the learning develop character and are able to solve problems creatively.
First, we formed a madrasah In terms of infrastructure, we are curriculum development team, which is tasked with compiling and adjusting the strengthening digital literacy as part of Madrasah Curriculum Although not everything is principles of Merdeka Curriculum.
This perfect, we continue to process and team works based on an analysis of the (KOM) Operational context of the education unit, the So.
MTsN Binjai is currently in potential of students, and the resources an active transition phase towards the we have.
full implementation of the Merdeka Secondly, in terms of human Curriculum according to KMA 347.
The trainings and workshops involving our commitment of all madrasa residents, teachers in deepening the philosophy of we can carry out this policy gradually but firmly and sustainably.
Independent Curriculum, differentiated learning, and planning Furthermore, the head of MTsN and implementing projects to strengthen Binjsi the profiles of Pancasila Students and implementation of KMA 437 of 2022 Rahmatan lil AoAlamin Students.
We also concerning their curriculum.
organised by the Ministry of Religious Affairs, both online and offline.
learning, no longer focusing only on the completion of material, but rather on This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
AuAlhamdulillah, at MTsN Binjai we have started implementing the Merdeka Curriculum gradually since last school year.
We adjust the form of implementation according to the readiness of the madrasah, both in terms of human resources, infrastructure, and learning culture.
First, we have learning, where teachers try to INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
adapt their teaching strategies to the needs, learning styles, and material mastery levels of each Teachers no longer just focus on uniform material achievement, but rather prioritise how learners understand concepts Secondly, we have also run projects to strengthen the profile of Pancasila Students and Rahmatan lil AoAlamin Students.
For example, we create themebased project activities such as AoLocal Wisdom and Islamic ValuesAo where students are involved in observing local culture, interviewing community leaders, and making reports and This hones students' collaborative skills and social Furthermore, we have also adjusted the preparation of Madrasah Operational Curriculum (KOM) to the Merdeka Curriculum.
The curriculum team has developed a learning vision, flexible curriculum structure, and designed teaching tools such as Outside classroom, we have also begun to integrate the principles of Merdeka Belajar participatory and reflective.
For example, in Rohis activities, students not only hear lectures, but also learn to design da'wah themselves in groups.
Although of course there are still many things This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
that we have to improve and develop, we feel that the spirit of change has begun to grow among teachers and students.
position the madrasah as a place to grow the character, creativity, and diversity of children's potential, not just a place to transfer knowledgeAy (Wahyudi.
Personal Interview, 2.
In general, the teachers in our madrasah showed good readiness in implementing the curriculum according to the guidelines of KMA 347.
Indeed, substance of the changes and the learning approaches emphasised in this KMA, but we responded with various strategic efforts.
Organising internal training and understand the content and direction of the policy (Silver, 2.
Socialisation that invited resource persons from the Ministry of Religious Affairs and competent education practitioners to provide reinforcement.
AuAs a madrasah head who is implementation process of KMA 347.
I feel it is very important to continue to support this change effort so that it can be more INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
Of course, we realise that this policy brings many benefits, but there are several things that need to be considered in order for its implementation to run more effectively.
Firstly, we hope that the government will continue to strengthen training and mentoring for teachers, especially in terms of practical implementation in the Online-based training is helpful, but for many teachers, especially those in remote areas, more intensive face-to-face in-person training with mentors would be more effective.
This ensures a deeper understanding and more Secondly, regarding facilities and infrastructure, we hope that the government can pay more attention to the distribution and educational facilities, especially in inadequate areas.
Technology devices, flexible learning spaces, and stable internet access are implementation of Merdeka Curriculum, which is based on project-based and collaborative In addition, we also hope that there will be policies that provide more space for madrasahs to innovate, without being trapped in too many binding regulations.
Because madrasahs with various regional characteristics and different students require a more flexible approach to implementation.
Ao Finally.
I hope that there will be This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
a continuous evaluation from the implementation of KMA 347.
This evaluation should be assessing the administration or exam results, but also looking at the quality of learning, student With a comprehensive evaluation based on accurate data, this policy will be more Ay (Wahyudi.
Personal Interview, 2.
The implementation of Minister of Religious Affairs Decree (KMA) Number 347 of 2022 at MTsN Binjai is part of the national effort to implement the Merdeka Curriculum in madrasas.
KMA 347 provides guidelines for madrasahs in developing a curriculum that is more flexible and contextual, in accordance with local needs and the characteristics of students.
KMA 347 of Merdeka Curriculum begins to be implemented gradually in madrasahs.
In the context of MTsN Binjai, this KMA has been The process is gradual, starting from socialisation, adjustment and implementation with of course INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
of the expected educational Ay (Interview with teacher MTs Nurul Iman izaati, 2.
Implementation KMA 347 At MTs Nurul Iman Izzati Every educational institution must have a curriculum so that the teaching and learning process becomes easier because it has a structured reference.
The direction and objectives as well as the achievement targets to be obtained have been set as a certain standard.
line with this, the importance of curriculum implementation was also stated by one of the teachers at Madrasah Nurul Iman Izzati.
AuThe implementation of the learning process in schools follows the existing regulatory The curriculum implemented at The curriculum is an educational delivered to students.
Given that the curriculum is a tool to achieve educational goals, the objectives of the curriculum must be clearly outlined from the general objectives of The curriculum is a foothold used by teachers and education personnel to guide them in educating students towards the desired educational Therefore.
Madrasah is very necessary in order to support the achievement This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Furthermore, the head of MTs Nurul Iman Izzati said:
AuThe curriculum is a reference that must be implemented at If the curriculum does not exist or is not implemented in school, the school will not have clear educational goals.
Nurul Iman Izzati Madrasah, since operating in 2016, has followed the applicable curriculum or set by the government, namely the KTSP Curriculum.
Curriculum, and the 2013 revised edition of the curriculum.
While for PAI and Arabic language learning refers to KMA 165 of 2014 concerning the 2013 madrasah curriculum guidelines for Islamic religious education and Arabic language subjects and KMA No.
117 of 2014 concerning the Implementation of the 2013 curriculum in madrasah.
Then KMA 183 and 184.
Furthermore, the most recent one is KMA 347 Merdeka Curriculum in madrasas.
Ay (Arfan Fahmi.
Personal Interview, 2.
Talking about KMA number 347, basically this decision is a rule or legal basis for implementing an independent curriculum in religion-based subjects in madrasas such as Al-Quran hadith.
Akidah Akhlak.
Islamic Cultural INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
History (SKI) and Jurisprudence and Tsanawiyah Nurul Iman izzati Binjai not to forget Arabic language subjects.
was to get information about KMA 347 In KMA 347 concerning guidelines for about the guidelines for implementing the independent curriculum in madrasas curriculum in madrasas, the core of it is Furthermore, the office of the Ministry of Religious Affairs of Binjai subject with the number of hours of City distributed a draft of KMA 347 lessons in a week.
concerning guidelines for implementing Referring Graduate Competency Standards in Madrasah Tsanawiyah in KMA 347.
Madrasah an independent curriculum in madrasas in the form of a power point file.
Tsanawiyah Nurul Iman Izzati Binjai success factor in the implementation of has implemented KMA 347 concerning a regulation, especially regarding the guidelines for the implementation of an curriculum, is in the socialisation independent curriculum in madrasas.
process carried out.
It turns out that The implementation of the curriculum after being traced, the head of Madrasah contained in KMA 347 concerning Tsanawiyah Nurul Iman izzati Binjai guidelines for the implementation of an has never opened the original draft of independent curriculum in madrasas is KMA 347 concerning guidelines for the carried out slowly.
At the beginning of KMA 347 curriculum in madrasas.
The Madrasah Tsanawiyah Nurul Iman izzati Binjai curriculum in madrasas, this regulation was not immediately implemented in guidelines for the implementation of an Madrasah Iman independent curriculum in madrasas izzati Binjai.
The implementation is from the power point media source carried out in stages.
distributed by the Ministry of Religious Tsanawiyah Nurul The first step that happened as KMA Affairs of Binjai City.
explained by the head of Madrasah This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
The can be understood that the socialisation curriculum contained in the Decree of was carried out.
The socialisation Minister Religious Affairs (KMA) number KMA 347 concerning strengthening in the implementation of guidelines for the implementation of the KMA 347 of 2022.
independent curriculum in madrasas has been carried out by the ministry of However, based on the results of interviews with the madrasah head, the socialisation that was carried out was less effective.
AuThe socialisation activity invites madrasah heads to participate in the online socialisation.
AoIn the online socialisation activity, there were several obstacles faced.
Among the obstacles is related to network quality.
As a result, many The next obstacle is about time constraints, the madrasah head revealed that the relatively short.
The result is that the in-depth understanding is not The next obstacle expressed is related to the matter of good material delivery but the conditions and situations that allow the lack of focus of seminar Ay (Arfan Fahmi.
Personal Interview, 2.
Based on the explanation given by the head of madrasah regarding the socialisation of KMA 347 of 2022, it This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
AuAfter the socialisation process.
KMA number 347 of 2022 was slowly implemented in Madrasah Tsanawiyah Nurul Iman Izzati Binjai.
The transition from the old rules contained in KMA 347 of 2022 began to be implemented after the madrasah head followed Furthermore.
Madrasah Tsanawiyah Nurul Iman Izzati Binjai instructed the PAI and Arabic language teachers to make adjustments.
The head of Madrasah Tsanawiyah Nurul Iman Izzati Binjai authorised teachers to develop teaching modules with a note that they must comply with the rules set out in this KMA (Arfan Fahmi.
Personal Interview, 2.
preparing learning tools such as teaching modules and syllabus, the head of Madrasah Tsanawiyah Nurul Iman Izzati Binjai gives full authority to teachers to make teaching modules and syllabus are made by referring to applicable regulations related to the curriculum run in PAI and Arabic subjects in Madrasah is the regulation of the minister of religion (KMA).
Furthermore, the head of Madrasah Tsanawiyah Nurul Iman Izzati Binjai instructed to collect each teaching module and syllabus at the INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
beginning of the odd semester at the latest until OctoberAy (Arfan Fahmi.
Personal Interview, 2.
The textbooks used must be in curriculum rules.
This is so that there is Teachers implementing the curriculum at school.
This is because, in teaching and learning activities, it is the teacher who can explain how the achievements to be no mismatch between the material that should be conveyed in the teaching module and the contents of the subject book that is handled by teachers and aimed at from the curriculum are Therefore, teachers must be able to understand and transform the curriculum both from its and infrastructure and facilities at school must also be able to support the effectiveness of teaching and learning activities in the classroom.
One of the Tsanawiyah Nurul Iman izzati Binjai in terms of procuring subject books has used subject books applicable curriculum.
Although in reality the madrasah cannot procure books for all students, but only 4 to 5 In addition to teachers, facilities AoMadrasah provided by the school.
Every change or change of curriculum, will certainly books for each subject.
Especially for PAI subjects, namely Akidah Akhlak.
Fikih.
Al-Quran Hadith.
SKI and Arabic language subjects, the books used are also in accordance with KMA 347 of 2022 which basically regulates the guidelines for the Merdeka curriculum in madrasas.
have an impact on changes and changes in the content of the subject books.
Although the material taught tends to be the same, changes related to the competencies to be achieved at each level of education are of course This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
The researcher further explored Madrasah Tasawiyah Nurul Iman Izati Binjai compiled the learning tools used in teaching and learning activities.
The most basic thing is whether the PAI and Arabic teachers in preparing learning INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
As a teacher who teaches Akidah Akhlak and AlQuran Hadist subjects, of course, compiling a good curriculum in Before teaching and learning activities, a requirement that must be carried out by the teacher is to prepare learning tools.
The preparation of this learning tool is of course recognised by the madrasah head.
The head of the madrasa gives freedom regarding how teachers arrange learning tools.
This freedom is of course also in accordance with the applicable Ay (Kurnia Efendi.
Personal Interview, 2.
tools are in accordance with the applicable curriculum as contained in KMA Merdeka curriculum in Madrasahs.
AuIn preparing learning tools, the madrasah head gives authority and freedom to the teachers at Madrasah Tsanawiyah Nurul Iman Izati in preparing them.
The role of the madrasah head is only to emphasise that the learning tools prepared must be in accordance with the applicable Learning consisting of annual programmes, semester programmes, syllabi, assessment sheets, observation sheets are all done by the teachers who teach the subjects.
The madrasah head supervises the learning tools.
Furthermore, the teachers will collect the soft and hard files of the learning tools to the head of the madrasah.
Ay (Arfan Fahmi.
Personal Interview, 2.
It is clear that a teacher who teaches in any educational institution must be able to follow the development of the curriculum implemented by the This PAI curriculum rules refer to KMA 347 of Further teacher at MTs Nurul Iman Izzati Binjai AuAs we already know that in teaching and learning activities, learning tools are needed which are used as a reference in carrying out teaching and learning The delivery of learning material will be effective if it has been arranged in a good and measurable manner based on the This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
In general, a good and correct R teaching module is one that includes competencies, learning subject matter, competency achievement, assessment, time allocation, learning resources, and INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
tools and media used in teaching and understand all the material that has been learning activities.
Decree Minister Each delivery must also be well structured in Religious Affairs (KMA) 347 of 2022 the teaching module (Zakiyah et al.
concerning guidelines for implementing the Merdeka curriculum in Madrasahs.
The Merdeka is a regulation that binds all madrasah implemented in Madrasahs in Indonesia ministry of religion that run Islamic- improving the quality and quality of based education.
In PAI and Arabic education so that the learning process language subjects, it must refer to KMA runs effectively.
The implementation of 347 of 2022 concerning guidelines for the Merdeka curriculum made in KMA implementing the Merdeka curriculum 347 is adjusted to the needs of students in learning (Anas, 2.
Madrasahs.
Furthermore.
Curriculum Implementation guidelines In essence, the implementation of follow KMA KMA 347 of 2022 the curriculum is implemented in more concerning guidelines for implementing depth as regulated in KMA 347 so that the Merdeka curriculum in Madrasahs.
learning using the Merdeka curriculum It is clear that a teacher who is easier to implement.
teaches in any educational institution In general, a good and correct must be able to follow the curriculum teaching module is where it includes competencies, learning subject matter.
This also applies to madrasas in PAI subjects whose curriculum rules competency achievement, assessment, refer to KMA 347 of 2022 concerning time allocation, learning resources, as well as tools and media used in teaching Merdeka curriculum in Madrasahs.
Furthermore, how a teacher is able to Tsanawiyah Nurul Iman Izzati.
Binjai deliver subject matter so that students This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Madrasah
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24368
Vol.
No.
1 (June 2.
implementation of KMA 347 of 2022 Izzati Binjai still need improvement in concerning guidelines for implementing various ways.
the Merdeka curriculum.
Conclusion The implementation of KMA 347 of 2022 concerning guidelines for curriculum in madrasas at MTsN Binjai Madrasah Tsanawiyah Nurul Iman Izzati of Binjai city has been carried out.
The implementation KMA curriculum in madrasas in Madrasah.
Starting from the socialisation socialisation of madrasah heads to teachers, teachers carry out teaching compile learning tools according to the curriculum contained in KMA 347 of curriculum in madrasas, procurement of infrastructure that supports teaching and learning activities, books and how to implement KMA347 of 2022.
MTsN Binjai and MTs Nurul Iman This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Bibliography