Optimizing the Professional Competence of Islamic Religious Education Teachers in Implementing the Kurikulum Merdeka at Senior High School Level

Abstract

This article discusses the optimization of professional competence among Islamic Religious Education teachers (IRE) in the context of implementing the Kurikulum Merdeka at the senior high school level. Professional competence refers to the pedagogical and substantive abilities that teachers must possess, including mastery of subject matter, teaching strategies, and the effective use of technology. For IRE teachers, this competence is particularly crucial because it directly influences the successful instillation of spiritual values and character development in students. The Kurikulum Merdeka implemented at the Senior High School level introduces a paradigm shift in learning toward a more flexible, student-centered approach that emphasizes character strengthening. In this context, IRE teachers face both challenges and opportunities, especially in adapting teaching materials, methods, and the utilization of digital media. To optimize their professional competence, strategies are needed that include continuous training, collaboration among teachers, and improvement in technological literacy. When this competence is maximized, positive impacts can be felt not only by students—through increased motivation and deeper understanding of religious values—but also by schools, in the form of more meaningful, adaptive, and relevant learning quality that aligns with contemporary demands.