REVISED INDEPENDENT CURRICULUM AND ITS IMPLEMENTATION IN ISLAMIC EDUCATION SUBJECTS

Abstract

The Revised Merdeka Curriculum is an improvement on the national curriculum that emphasizes flexibility, learner-centered learning, and strengthening the Pancasila Student Profile. In the context of Islamic Religious Education (PAI), this curriculum provides more space for teachers to develop holistic, contextual learning that is oriented towards strengthening Islamic character. This article aims to describe the concepts and characteristics of the Revised Independent Curriculum in PAI learning, analyze the readiness of teachers and supporting facilities for its implementation, and identify various obstacles and possible solutions. The study shows that although conceptually this curriculum encourages innovation through differentiated learning, authentic assessment, and project-based learning, its implementation has not been optimal due to teachers' limited understanding, inadequate infrastructure, and varying levels of student readiness. These findings are in line with previous research, as reported by Sari (2023) in the Journal of Teacher Education, which emphasizes that teacher readiness is a key factor in the successful implementation of the Merdeka Curriculum. Through continuous training, strengthening school facilities, collaboration among teachers, and managerial policy support, the implementation of the Revised Merdeka Curriculum in PAI learning can be more effective and have an impact on the quality of learning that is meaningful, modern, and relevant to the needs of today's students.