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Even though times have changed, there have always been important developments in the Islamic educational curriculum. The historical legacies of the Islamic educational system are still discernible, nonetheless, in the ideas of earlier individuals. The aspects that are still relevant to the current situation should be investigated and preserved. The purpose of this study is to explain how the Independent Curriculum relates to learning outcomes in PAI Subjects and to al-conception Ghazali's of education. Both the content analysis approach and the library research method were used in this study. The study's findings demonstrate that Imam al-ideas Ghazali's on Islamic education are highly pertinent to Indonesia's concept of the Independent Curriculum. This is demonstrated by the existence of a Trilogy of Relationships, specifically: the relationship between the values of divinity, humanity, and nature in al-curriculum Ghazali's design and learning outcomes (CP) in the subject of Islamic Religious Education (PAI). [ABSTRACT FROM AUTHOR]

To support the Kurikulum Merdeka policy, several programs have been launched by the Indonesian Ministry of Education, Culture, Research and Technology (Kemendikbudristek), such as activating schools (Sekolah Penggerak), activating teachers (Guru Penggerak), and activating organizations (Organisasi Penggerak). To date, there are 2,492 Sekolah Penggerak spread across 111 cities of 34 provinces in Indonesia. Meanwhile, the number of Guru Penggerak is targeted in 2024 to be as many as 405,900 teachers. On the other hand, the Organisasi Penggerak will be assigned to assist 7,588 Sekolah Penggerak. Since the Indonesian government has high expectations for these programs, cooperation from various parties is needed. This paper undertakes a comprehensive analysis of these newly launched programs. We used a qualitative approach with a systematic review of the relevant databases on related topics. Observations and interviews were also conducted. We found that massive support from all parties, such as teachers, principals, facilitators, school supervisors, and officials, is very important to achieve the goals of the Kurikulum Merdeka. This study is important to gain a deep understanding of the Kurikulum Merdeka from the point of view of policymakers. [ABSTRACT FROM AUTHOR]

Despite having carried out many programs and activities, the quality of education in Indonesia has not significantly improved. This is because the planning has not been based on data in accordance with the problems at hand. In Merdeka Belajar Episode 19, the "Rapor Pendidikan" displays data on the quality of education obtained from various national assessments or surveys. As a report on school facilities and services, the Rapor Pendidikan is expected to be a reference for identifying, reflecting, and improving the quality of Indonesian education as a whole. However, some are unfamiliar as this is a relatively new policy. Further, the online system of Rapor Pendidikan is still being developed. Therefore, in this work, a systematic review was carried out on relevant databases about the Rapor Pendidikan from Kurikulum Merdeka's perspective. There is strong evidence that Rapor Pendidikan provides trusted databases that can become national data references. This study has the potential to be a significant resource for enhancing the commitment and collaboration of diverse stakeholders in putting policies for better quality education into action. [ABSTRACT FROM AUTHOR]