Efektivitas Kurikulum Merdeka dalam Membangun Lingkungan Belajar Bebas Kekerasan di MIN 2 Lamongan

Abstrak

This study aims to analyze the effectiveness of the implementation of the Merdeka Curriculum in fostering a violence-free learning environment at MIN 2 Lamongan. The background of this research is grounded in global and national concerns over the rise of violence in primary education, and the urgent need to transform learning approaches in madrasahs to become more inclusive and character-oriented. Using a descriptive qualitative approach, data were collected through observation, in-depth interviews, and documentation involving teachers, students, and school leaders. The findings reveal that the Merdeka Curriculum promotes differentiated and humanistic learning, strengthens teacher-student social relationships, and reduces both physical and verbal violence. Classroom interactions have shifted from authoritarian to facilitative and dialogical approaches, supported by the integration of Pancasila Student Profile values and the Islamic principle of rahmatan lil ‘alamin into instructional processes. Based on the findings, a model of a violence-free learning environment was formulated, consisting of three key pillars: differentiated and humanistic learning, restorative-dialogical culture, and mainstreaming of character values. This model has proven effective in creating a safe, peaceful, and inclusive learning climate. The study recommends enhanced teacher training, development of restorative internal policies, and active collaboration among teachers, parents, and school committees as strategies for sustainability. These findings are expected to serve as a reference for policy development in Islamic education based on the Merdeka Curriculum in other madrasahs.