Implementasi Kreativitas Mengajar Abad 21 Berorientasikan Kurikulum Merdeka pada Pembelajaran Pendidikan Agama Islam dan Budi Pekerti

Abstract

Currently, the world of education in Indonesia, almost every change of government, changes the curriculum. Currently, in the world of education, the independent curriculum is booming in every driving school. In addition, the necessity to apply 21st century teaching creativity, which of course must use communication and information technology in every lesson, is a challenge for teachers to be creative in making learning models that share information and communication technology. This study aims to determine (1) the teacher planning of Islamic Religious Education and Character Education Phase E (Class X) in implementing 21st century teaching creativity which is oriented towards an independent curriculum; (2) Obstacles in the process of implementing Islamic Religious Education and Character Education Phase E (Class X) in implementing 21st century teaching creativity oriented to an independent curriculum; and (3) Evaluation of Islamic Religious Education and Character Education Phase E (Class X) in implementing 21st century teaching creativity oriented to an independent curriculum. This research was designed using qualitative methods in the form of a naturalistic design type case study. Data collection techniques are carried out through observation, interviews, and documentation. Sources of data in this study were divided into two, namely primary and secondary. Based on the results of the data, it was found that (1) Teacher planning for Islamic Religious Education and Character Education in Phase E (Class educators so that planning to welcome the implementation of the independent curriculum is not only carried out by Islamic Religious Education teachers (2) Obstacles in the process of implementing Islamic Religious and Character Education Phase E (Class X) in implementing 21st century teaching creativity oriented to the independent curriculum include lack of facilities and infrastructure such as laptops, computers and inadequate internet networks, and evaluations obtained from the results of researcher evaluations and observation results can be concluded that student achievement is good.