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Nowadays, with this very advanced development of the age, the curriculum of education plays an important role in the overall structure of the national education system. Several state regulations have been implemented to enforce public policy. It is necessary for educational innovation, especially curricula, to align with current demands. If an educational institution does not develop or innovate a curriculum specifically for the educational institutions of the madrasah, then the institution will be lagging behind with the other education institutions. It has been determined that the curriculum of Islamic education has been formulated and regulated as an integral part of the educational policy framework, as established by many state or government regulations. This policy is formulated, and implemented by educational institutions specifically madrasah to deal with the public interest. It serves as a curriculum that consistently adapts to the changing needs of society. The experts define innovation as a fundamental aspect of education science, in the context of curriculum innovation in education. Innovators use different tactics while facing various challenges and problems during the implementation of the curriculum innovation process.

This article provides a good understanding of the background, system, curriculum and problems in Islamic education in Malaysia. There are several important points in this article, namely about the background of Islamic education in Malaysia: The history of the arrival of Islam to Malaysia in the 14th century and its main role in society after the arrival of the Malays explains the roots of Islamic education in Malaysia. The presence of Islamic scholars and scholars in Islamic preaching in Malaysia reflects the importance of religious education in the culture and history of the country; Development of Islamic Education in Malaysia: this article details the development of Islamic education in Malaysia in three periods: the early period, the period of British rule, and the period after independence. These include the introduction of Islamic education subjects in public schools after independence and the establishment of Islamic higher education institutions; Islamic Education System in Malaysia: explains the structure of the Islamic education system in Malaysia, including its stages such as pre-school, primary, secondary, and pre-university education. An explanation of exams and qualifications also provides a good understanding of how students move through the education system. ; Educational Curriculum in Malaysia: The educational curriculum in Malaysia is explained with a focus on subjects, tests, and language of instruction; outlines changes in curriculum over time and the emphasis on languages of instruction, including English, in education; Problems and Policies in the Education System: covers several problems facing the Malaysian education system, such as access gaps, ethnic issues, and language of instruction. The government has responded with policies such as scholarship programs, skills-based education, and improved teacher training; Policies in the Education System: A number of policies that have been implemented in Malaysia, such as the Basic National Education and skills-based education programs, are also described in this paper providing a good view of the evolution and challenges of Islamic education in Malaysia as well as the government's efforts to overcome existing problems. . This is important to understand how Islamic education plays a role in Malaysia's multicultural and multiethnic society.      

The independent curriculum provides freedom to export students' abilities and interests. Changes in government policy on the education system have a good and bad impact on the quality of education. This study aims to find out how the implementation of the independent curriculum by looking at the teacher's understanding and the problems faced. This research method uses quantitative and qualitative. The research instrument used questionnaires and interviews. With the research subject of junior high school teachers in Bojonegoro Regency with purposive sampling techniques with the first criterion, the school implemented an independent curriculum. Second, PJOK teachers are linear graduates. Quantitative research data is analyzed in the form of percentages and qualitative research data is reduced then analyzed and presented according to reality in the field. The average percentage result of teacher perception on independent curriculum understanding is 73% and it can be concluded that teachers have high understanding based on percentage results. Then the results of the study revealed that almost 90% of junior high schools in Bojonegoro have implemented an independent curriculum. The highest result of the problems faced by teachers is that at the learning planning stage 57% experience problems at the Difficulty in stringing together sentences of operational and concrete learning objectives, at the stage of implementation 40% have difficulty designing learning based on the needs of students Difficulty designing projects Strengthening the Profile of Pancasila in learning, at the monitoring stage 48.6% experience Difficulty analyzing student conditions for assessment purposes and at stages 45.7% Difficulty developing questions from the questions provided.