Merdeka Curriculum Implementation and Learning Interest in Islamic Religious Education at SMAN 3 Kota Pasuruan

Abstract

The Merdeka Curriculum is intended to make Indonesian secondary education more flexible, contextual, and student-centered, but evidence on its relationship with students' learning interest in Islamic Religious Education (Pendidikan Agama Islam, PAI) remains limited. This study examines the implementation of the Merdeka Curriculum in PAI at SMAN 3 Kota Pasuruan and tests its relationship with students' learning interest. The original study used a quantitative-dominant ex post facto design supplemented by interview evidence. The researchers collected data from Grade XI students using structured questionnaires, supported by teacher and student interviews. Simple linear regression revealed a significant positive association between Merdeka Curriculum implementation and students’ learning interest (β = 0.584, p < .001). The findings indicate that curriculum flexibility contributes to learning interest when enacted through participatory, contextual, and student-centered pedagogical practices. Interview evidence indicates that project work, discussion, group presentation, reflective journals, contextual religious cases, and greater student participation helped make PAI more relevant and engaging. However, limited learning resources, uneven teacher readiness for new assessment practices, facility constraints, and differences in student preparedness remained important boundary conditions. The findings suggest that curriculum flexibility is associated with stronger learning interest when translated into autonomy supportive, participatory, and contextually meaningful pedagogy rather than implemented as an administrative change alone.