IMPLEMENTASI MODEL KURIKULUM MERDEKA MELALUI PEMBELAJARAN PROJECT BASED LEARNING DI SMAIT AR-RAHMAH LUMAJANG

Abstract

The implementation of the Merdeka Curriculum in Indonesia requires schools to
adopt flexible and student-centered learning models, including Project-Based
Learning (PjBL). However, schools often face challenges related to teachers’
competence, curriculum understanding, and limited facilities. This study aims to
analyze how SMAIT Ar-Rahmah Lumajang implements the Merdeka Curriculum
through PjBL, focusing on planning, classroom practices, assessment mechanisms,
and supporting and inhibiting factors. This research employed a qualitative
descriptive approach, with data collected through semi-structured interviews with
teachers and document analysis of the Kurikulum Satuan Pendidikan (KSP). Data
were analyzed using Miles and Huberman’s framework, consisting of data reduction,
data display, and conclusion drawing, while data validity was ensured through
source and method triangulation. The results show that learning planning was
conducted through the preparation of CP, ATP, and adaptable teaching modules
that align with students’ needs. PjBL implementation involved collaborative
investigation, problem-solving activities, and the presentation of project outcomes,
with teachers acting as facilitators. Assessment was carried out through authentic
and summative evaluation, including digital-based assessments that required
adaptive solutions due to limited computer facilities, such as the use of school
laptops, students’ mobile phones, and shift-based testing. Despite limited
infrastructure, SMAIT Ar-Rahmah demonstrated increased student performance
and significant progress in school quality, achieving accreditation improvement from
C to A. The findings indicate that the success of PjBL within the Merdeka Curriculum
is strongly influenced by teachers’ pedagogical competence, school adaptability,
and community support rather than complete physical facilities.