Enculturating Religious Values through Self-Assessment-Based Habituation: A Case Study of Deep Learning Implementation in the Merdeka Curriculum
Developing a Dynamic Religious Enculturation System in Islamic Religious Education
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.511Keywords:
religious value enculturation, religious habituation, self-assessment, deep learning, Islamic Religious EducationAbstract
Religious character formation remains a challenge in Islamic Religious Education because school-based religious habituation tends to prioritize behavioral compliance over students’ intrinsic awareness. This study aimed to analyze the implementation of a self-assessment-based habituation model, identify mechanisms for enculturating religious values, and develop a conceptual model of a Dynamic Religious Enculturation System within the Merdeka Curriculum using the Deep Learning approach. Using a qualitative case study at SMA Negeri 1 Blora, the research involved 11 participants: the principal, two Islamic Religious Education teachers, two homeroom teachers, and six students representing three grade levels. Data from observations, in-depth interviews, and documents were analyzed using Miles and Huberman’s interactive model, with source and methodological triangulation. Findings show that self-assessment functions as a pedagogical mechanism that fosters religious self-awareness, personal agency, and self-regulation through teacher feedback and a continuous habituation cycle. The integration of these mechanisms indicates a shift from rule-driven habituation toward religious value enculturation. However, the extent to which these values are embedded in students’ identities and ways of life requires further longitudinal investigation. The resulting model contributes to religious habituation, Deep Learning implementation, and authentic assessment in Islamic Religious Education.Downloads
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