An Analysis Of The Constraints In The Implementation Of The Islamic Religious Education Curriculum In Public Schools With An Islamic Character: A Case Study At Ar-Rahman Senior High School, Medan

Abstract

This study aims to analyze the constraints in the implementation of the Islamic Religious Education Curriculum in public schools with an Islamic character, focusing on SMA Ar-Rahman Medan. This research employed a qualitative field study method. The research data sources consisted of the principal, Islamic Religious Education teachers, the vice principal for curriculum affairs, students, as well as curriculum documents and instructional materials. Data validity was examined through source triangulation, technique triangulation, and member checking with the informants. The findings indicate that the implementation of the Islamic Religious Education Curriculum at SMA Ar-Rahman Medan has been carried out through classroom learning activities, habituation of worship practices, strengthening of Islamic school culture, and religious activities that support the character formation of students. However, its implementation has not been fully optimal, as several constraints remain, including limited instructional time allocation, differences in students’ religious competencies, uneven integration of Islamic values into general subjects, and learning evaluation that remains predominantly focused on cognitive aspects. Islamic Religious Education teachers have made efforts to connect instructional materials with students’ daily lives; however, they still require support through more varied learning strategies and assessment instruments that address attitudes and religious practices. This study emphasizes the importance of strengthening collaboration among teachers, the principal, students, and the school culture in optimizing the implementation of the Islamic Religious Education Curriculum.