Integrating Religious Moderation into the Merdeka Curriculum as a Behavioral Driver: A Correlational Analysis of Students’ Religious Discipline in Indonesian Madrasahs

Mulyadi; Siti Marpuah

doi:10.32729/edukasi.v23i3.2381

Authors

Mulyadi Sekolah Tinggi Agama Islam Auliaurrasyidin Indragiri Hilir
Siti Marpuah Tun Hussein Onn University of Malaysia

DOI:

https://doi.org/10.32729/edukasi.v23i3.2381

Keywords:

Religious Moderation, Merdeka Curriculum, Religious Discipline, Character Education, Value Internalization

Abstract

ABSTRACT

This study examines the relationship between the integration of religious moderation in the Merdeka Curriculum and students’ religious discipline in Madrasah Aliyah Negeri in Indragiri Hilir, Riau. Although previous research has highlighted the normative alignment between curriculum policy and moderation values, limited studies have explained the mechanisms through which these values are internalized and translated into students’ disciplined religious behavior. This study addresses this conceptual gap by analyzing how curriculum implementation, school culture, and assessment practices interact to shape students’ religious discipline. A quantitative correlational design was employed using cross-sectional survey data collected from 375 students selected through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics and Pearson's correlation to examine the strength and direction of relationships between variables. The findings show that both the integration of religious moderation and students’ religious discipline are at high levels. Statistical analysis indicates a positive and significant relationship between the

ABSTRAK

Penelitian ini mengkaji hubungan antara integrasi moderasi beragama dalam Kurikulum Merdeka dan kedisiplinan beragama siswa pada Madrasah Aliyah Negeri di Indragiri Hilir, Riau. Meskipun penelitian sebelumnya menyoroti keselarasan normatif antara kebijakan kurikulum dan nilai moderasi, masih sedikit studi yang menjelaskan mekanisme internalisasi nilai yang mendorong terbentuknya perilaku religius yang disiplin. Penelitian ini mengisi kesenjangan tersebut dengan menganalisis bagaimana implementasi kurikulum, budaya sekolah, dan praktik penilaian berinteraksi dalam membentuk kedisiplinan beragama siswa. Penelitian ini menggunakan desain kuantitatif korelasional dengan data survei potong lintang yang dikumpulkan dari 375 siswa melalui teknik proportional stratified random sampling. Data diperoleh melalui kuesioner skala Likert dan dianalisis menggunakan statistik deskriptif serta korelasi Pearson untuk menguji arah dan kekuatan hubungan antarvariabel. Hasil penelitian menunjukkan bahwa integrasi moderasi beragama dan kedisiplinan beragama siswa berada pada kategori tinggi. Analisis statistik mengungkapkan hubungan positif dan signifikan antara kedua variabel dengan koefisien korelasi moderat. Temuan ini juga menunjukkan bahwa nilai moderasi yang tertanam dalam proses pembelajaran, budaya sekolah, dan sistem penilaian berkontribusi pada konsistensi praktik keagamaan siswa. Penelitian ini menjadi kontribusi empiris bahwa moderasi beragama berfungsi sebagai mekanisme pembentuk perilaku, bukan sekadar nilai normatif kurikulum. Studi ini menyimpulkan bahwa penguatan strategi kurikulum berbasis moderasi dapat meningkatkan capaian pendidikan karakter dan merekomendasikan agar pengelola madrasah memperkuat budaya sekolah serta praktik penilaian yang mendorong internalisasi nilai.

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