EFFECTIVENESS OF CURRICULUM IMPLEMENTATION MANAGEMENT ISLAMIC RELIGIOUS EDUCATION (PAI) IN THE ERA OF EDUCATIONAL TRANSFORMATION
DOI:
https://doi.org/10.30868/im.v9i02.10407Keywords:
:effectiveness, curriculum management, Islamic Religious Education, educational transformation, Merdeka CurriculumAbstract
Educational transformation in the digital era requires educational institutions to adapt the curriculum implementation effectively, including in Islamic Religious Education (PAI) learning. The shift in educational paradigms marked by the integration of technology, the implementation of the Merdeka Curriculum, and the demand for adaptive learning has become a significant challenge in managing the implementation of the PAI curriculum. This study aims to analyze the effectiveness of the management of PAI curriculum implementation in the era of educational transformation, covering aspects of planning, organizing, implementation, and evaluation of learning. This study employed a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation. The data were analyzed using data reduction, data presentation, and conclusion drawing techniques to obtain a comprehensive understanding of the effectiveness of PAI curriculum implementation in responding to educational transformation. The findings indicate that the effectiveness of PAI curriculum management is influenced by teachers’ competencies, school policy support, the utilization of learning technology, and the ability to adapt to curriculum changes. Proper management implementation can improve the quality of PAI learning, student participation, and the strengthening of students’ religiosity values. However, several obstacles remain, including limited facilities and infrastructure, low digital literacy among some educators, and the suboptimal implementation of technology-based learning evaluation. This study concludes that the effectiveness of managing the implementation of the PAI curriculum in the era of educational transformation requires synergy among school management, teacher competence, learning innovation, and technological support to achieve the objectives of Islamic education optimally.
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Copyright (c) 2026 Robiah Adawiyah, Leli Zaenab, Lia Fadlia Sa'dayati, Suharyati Suharyati, Popi Puadah, Madian Muchlis
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