Evaluation of the Readiness of Islamic Religious Education Teachers in the Implementation of the Independent Learning Curriculum

Alex Yusron Al  Mufti; Sylvia Putri  Agustiana; Zuraimy Ali; Muhammad Ali  Gunawan

doi:10.37899/journallaedusci.v6i5.2722

Alex Yusron Al Mufti Universitas Islam Nahdlatul Ulama Jepara, Kabupaten Jepara, Jawa Tengah, Indonesia
Sylvia Putri Agustiana Universitas Islam Nahdlatul Ulama Jepara, Kabupaten Jepara, Jawa Tengah, Indonesia
Zuraimy Ali Universiti Teknologi MARA, Kampus Arau, Cawangan Perlis, 02600 Arau, Perlis, Malaysia
Muhammad Ali Gunawan Sekolah Tinggi Islam Kendal, Kabupaten Kendal, Jawa Tengah, Indonesia

DOI: https://doi.org/10.37899/journallaedusci.v6i5.2722

Keywords: Merdeka Curriculum, Teacher Readiness, Islamic Education

Abstract

This study investigates the readiness of Islamic Education (PAI) teachers at MA Mathalibul Huda Mlonggo in implementing the Merdeka Belajar Curriculum, which emphasizes flexibility, student-centered learning, and the development of the Pancasila Student Profile. Using qualitative methods through interviews with teachers, school leaders, and curriculum coordinators, the research reveals that PAI teachers have shown commendable enthusiasm and conceptual understanding of the curriculum. They have participated in workshops, socialization programs, and independent training; however, practical application remains limited, particularly in preparing teaching modules, assessment planning, and the integration of differentiated instruction. Institutional efforts, including training and collaboration with educational stakeholders, have strengthened this transition. Nevertheless, challenges persist in digital readiness, curriculum design skills, and comprehensive pedagogical adaptation. Overall, the findings highlight that successful implementation of the Merdeka Curriculum requires continuous professional development, managerial support, and technological integration to align educational practices with national transformation goals in fostering competent, character-driven, and culturally grounded learners.

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