Implementation of Islamic Religious Education Policy in Indonesia's Independent Curriculum: A Multicultural Perspective

The implementation of the Indonesian Independent Curriculum (Kurikulum Merdeka) has reshaped Islamic Religious Education (PAI) by promoting learner-centered learning and the integration of multicultural values. Previous studies have largely viewed policy implementation as a linear process, with limited attention to how educational actors interpret and adapt the policy within diverse school contexts. This study aims to examine the implementation of the PAI policy within the Indonesian Independent Curriculum through the lens of policy implementation theory and a multicultural education perspective. A qualitative policy analysis was conducted in six high schools in Central Java, Indonesia, involving 61 participants, including PAI teachers, principals, vice principals for curriculum, curriculum coordinators, supervisors, and educational policy stakeholders selected through sampling. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using an interactive model of data reduction, data display, and inference, supported by NVivo 12 Plus for thematic coding. Findings indicate that policy implementation is shaped by teachers' professional judgment, institutional context, resource availability, and diverse learner backgrounds. Rather than being implemented uniformly, curriculum policies are selectively interpreted and adapted to suit local school conditions. Teachers promote multicultural values ​​through learning strategies that foster tolerance, respect for diversity, religious moderation, and intercultural dialogue while reinforcing the Pancasila Student Profile. Despite greater curriculum flexibility, tensions remain regarding assessment practices, pedagogical autonomy, and balancing Islamic Religious Education traditions with the needs of multicultural learning. This study demonstrates that curriculum policy implementation is a context-dependent and socially negotiated process, providing empirical evidence to strengthen multiculturally oriented Islamic Religious Education and informing more inclusive curriculum policies and practices in Indonesia.