Vol. 1 No. 1 (2025): Global Journal of Islamic Education (GAJIE)

The development of the education curriculum in Indonesia reflects the social, political, and cultural dynamics since independence. Various curriculum changes, from the 1947 Curriculum to the Merdeka Curriculum, show the government's efforts to adapt education to the needs of society and global challenges. Each change is caused by challenges, such as gaps in educational infrastructure, teacher readiness in implementation, and differences in local characteristics. In addition, factors such as political dynamics, technological changes, and job market needs play a major role in the evolution of synchronization. Despite facing many challenges, great opportunities for curriculum development are open, especially with the use of digital technology, strengthening global literacy, and collaboration with world industries. The Indonesian government has taken strategic steps to design a curriculum that is adaptive to global changes, including the development of data-based policies, teacher training, and cooperation with international institutions.

The Merdeka Curriculum was introduced to provide educators with the flexibility to design learning activities tailored to students' needs. This study examines the transformation of the Merdeka Curriculum as an enhancement of the 2013 Curriculum, highlighting its flexibility in preparing lesson plans (RPP), integrating technology, and adopting innovative learning models such as Blended Learning, Flipped Classroom, and Project-Based Learning. The findings indicate that the Merdeka Curriculum enhances learning quality through adaptation to student characteristics but faces implementation challenges, including limited resources, lack of understanding, and infrastructure disparities. Proposed solutions include teacher training, the development of assessment instruments, and effective coordination among stakeholders. By addressing these challenges, the Merdeka Curriculum is expected to serve as a significant step in Indonesia's education reform toward achieving its golden generation.

Learning Style is a combination of how a person absorbs, organizes, and processes information. Learning styles have existed since childhood and we can change them according to the experience of each student, the purpose of this study is to find out what are the concepts of learning styles, how to identify learning styles, and the application of learning styles in learning. This study uses a qualitative approach with a descriptive-analytical design in the context of children's learning styles. The data collection uses primary and secondary data, observation and interviews, and data analysis is carried out through stages that include data reduction, data presentation, and conclusion drawn. The findings in this study are in the form of the concept of children's learning styles, how to identify learning styles using observation or learning style questionnaires, and the application of learning styles can be seen from several steps that have been presented in the sub-chapters below. The contribution in this study is that it can help identify children's learning styles, especially for teachers, can know the learning style of each child, and with this teachers can design more personalized and effective learning strategies according to the learning style of each child.

The interplay between intelligence and educational psychology plays a crucial role in enhancing student development. This study addresses the issue of inadequate integration of intelligence dimensions cognitive, emotional, and social within psychological frameworks in learning environments. The research aims to analyze how these dimensions interact to support students' academic and personal growth. A qualitative research approach was employed, utilizing semi-structured interviews with educators and educational psychologists, as well as classroom observations across junior high schools. Data collection focused on identifying the practical application of intelligence theories and the influence of psychological principles in shaping effective learning experiences. The findings reveal that cognitive intelligence contributes significantly to problem-solving and critical thinking skills, emotional intelligence fosters resilience and emotional regulation, and social intelligence enhances collaboration and communication. Furthermore, integrating psychological strategies with intelligence dimensions optimizes student engagement and learning outcomes. This study provides empirical evidence supporting the necessity of adaptive teaching methods that incorporate psychological insights to address diverse learning needs. In conclusion, the interaction between intelligence and educational psychology forms a holistic framework that fosters student development, emphasizing the need for educators to balance intellectual, emotional, and social competencies. These findings offer valuable recommendations for enhancing teaching practices and educational policies

Islamic education in Indonesia faces major challenges due to modernization and globalization that require adjustments without sacrificing traditional values. This article examines the concept and implementation of the integration of religious knowledge and general knowledge in Islamic Religious Education (PAI) learning as a strategic solution to face the challenges of globalization. The research methodology uses a qualitative approach with a literature study design, analyzing various sources to understand the challenges and solutions in integrating the two fields of knowledge. This study found that the integration of religious knowledge and general knowledge can strengthen the character and competence of students in facing the challenges of the modern world. The results of the study indicate the importance of developing a curriculum that integrates religious values with science and technology, as well as strengthening Islamic-based character education. In addition, approaches such as the spider web paradigm proposed by Amin Abdullah show great potential in creating a more holistic understanding of the world. This article provides recommendations for curriculum integration, teacher capacity building, and collaboration between educational institutions, government, and society to create competent, character-based graduates who are ready to compete in the global era. The novelty of this article lies in the curriculum integration approach based on a balance between religious knowledge and general knowledge, as well as the importance of strengthening character education in facing the dynamics of globalization.

This study aims to analyze the adaptive curriculum development model as an educational solution in the era of disruption, which is characterized by rapid changes due to technological advances and globalization. The method used is qualitative research with a literature study approach. Data are collected from primary and secondary literature relevant to curriculum development and modern educational challenges. The results show that adaptive curricula should strategically integrate technology while maintaining local cultural values, as well as focus on developing 21st-century skills, such as critical thinking, creativity, and collaboration. The research also highlights the importance of a data-driven approach in curriculum design to ensure local relevance and global readiness. The implications of this study include practical guidance for educational institutions in designing responsive and flexible curricula. However, the limitations of literature review indicate the need for field research to evaluate the effectiveness of adaptive curricula in various contexts. The conclusion of this study reinforces the importance of balancing technological innovation and cultural preservation in education to form a generation that is ready to face global challenges.

Competency-based curriculum (CBC) is an educational approach that focuses on developing students' abilities according to established competency standards. This article discusses the basic concepts, implementation, and challenges of CBC in the modern education system. This study aims to examine the implementation of the Competency-Based Curriculum (CBC) in Islamic education, focusing on evaluating learning outcomes, processes, and input in the learning process. The research method employs a qualitative approach, with data collection through observation and document analysis related to the implementation of CBC. The findings of the study indicate that CBC is effective in developing students' competencies, including knowledge, skills, and attitudes, that are relevant to societal needs. The study also identifies several challenges in implementation, such as the lack of teachers' understanding of the principles of CBC and limited resources. The impact of CBC implementation is the increased skill of students in real-world contexts and the relevance of education to societal needs. The conclusion of this study emphasizes the importance of a systematic curriculum design and teacher training support to ensure the successful implementation of CBC in teaching.