Bridging Policy and Practice in Competency-Based Islamic History Education: Multi-Phase Alignment and Pedagogical Reconstruction
DOI:
https://doi.org/10.30736/reforma.v16i2.1444Keywords:
Islamic History Education, Merdeka Curriculum, Project-Based Learning, Problem-Based Learning, Implementation Gap, Teacher Professional DevelopmentAbstract
This study investigates the vertical alignment and pedagogical translation of competency-based curricula across developmental phases, addressing the critical research gap between normative policy mandates and actual classroom enactment. Employing a qualitative document analysis and policy-practice synthesis, we evaluated a targeted corpus of national policy directives (Capaian Pembelajaran) alongside peer-reviewed empirical evaluations (2020–2026) using Bloom and Marzano's cognitive taxonomies. The analysis reveals a profound, systemic policy-practice gap across three dimensions: a cognitive mismatch between mandated higher-order thinking and entrenched rote-memorization, pedagogical barriers due to teacher-centered transmission, and assessment inertia. While the policy outlines a progressive, multi-phase cognitive continuum—transitioning from lower-secondary dynastic narratives to upper-secondary global civilizational synthesis—actual instruction remains decoupled from these standards. To resolve this, we propose a reconstructed pedagogical framework that structurally aligns instructional models with curriculum phases, prioritizing Project-Based Learning (PjBL) for digital artifact creation in lower-secondary levels and Problem-Based Learning (PBL) for historical inquiry in upper-secondary levels. This study advances curriculum scholarship by offering a replicable, phase-aligned model for religious humanities education, demonstrating how structured active learning can bridge universal policy-practice divides in global competency-based reforms
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