Kompetensi Guru PAI dalam Meningkatkan Mutu Pembelajaran

Abstract

Islamic Religious Education (PAI) holds a central role in shaping students' character, morals, and competencies. The quality of PAI learning is highly dependent on teacher competence as planners, implementers, and evaluators of the learning process. Following the implementation of the Merdeka Curriculum, PAI teachers are required to transform their understanding and instructional practices to achieve the goals of educational quality improvement. This study employs a library research approach with a descriptive-analytical qualitative design to identify factors influencing the pedagogical and professional competencies of PAI teachers in implementing the Merdeka Curriculum. The research procedure included literature collection from academic databases, source selection based on relevance and quality criteria, and content analysis to build a comprehensive understanding. The findings indicate that the successful implementation of the Merdeka Curriculum in PAI depends on three main pillars: teachers' understanding of curriculum principles, mastery of student-centered pedagogical practices, and institutional support from schools. Practices aligned with Merdeka Curriculum principles include comprehensive diagnostic assessments, collaborative learning profile mapping, peer tutoring strategies for practical skills, adaptation of modules according to student characteristics, and systematic learning planning—from analyzing Learning Outcomes (Capaian Pembelajaran) to formulating Learning Objective Flow (Alur Tujuan Pembelajaran). Furthermore, continuous professional development through subject teacher forums (MGMP), learning communities, and practice-sharing sessions dynamically strengthens teacher capacity. The professional competence of PAI teachers also plays a crucial role in developing students' critical thinking skills, character, and morals through the creation of safe learning environments, the use of interactive methods, and the modeling of Islamic values. This study recommends systematic efforts to enhance PAI teacher competence through needs-based training programs, strengthened school leadership, and the cultivation of a sharing culture at the institutional level