Epistemological and Pedagogical Challenges of Kalam Education in the Merdeka Curriculum
A Critical Analysis of Islamic Education Learning Outcomes in Indonesian Senior High Schools
DOI:
https://doi.org/10.71456/ecu.v4i3.2046Keywords:
Kalam Education , Merdeka Curriculum, Islamic Religious Education, Critical Curriculum Analysis , Religious Literacy, Religious ModerationAbstract
The implementation of the Merdeka Curriculum emphasizes the development of critical thinking, character building, and contextual learning within Islamic Religious Education (PAI). One of the key components of Grade XII PAI is Kalam Education, which aims to strengthen students’ theological understanding through a rational approach. This study critically analyzes the Learning Outcomes (Capaian Pembelajaran/CP) of Kalam Education at the senior high school level using a qualitative approach, library research, and critical curriculum analysis. The analysis focuses on four dimensions: philosophical orientation, curriculum document structure, pedagogical implementation, and learning outcomes. The findings reveal three major challenges: the tension between doctrinal reinforcement and critical reasoning, the demand for abstract theological reasoning, and the limited availability of pedagogical guidance. This study proposes the Contextual Kalam Learning Framework (CKLF), which integrates theological literacy, critical reasoning, religious moderation, and digital religious literacy.
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