Implementation of Islamic Education Curriculum in Indonesia in the Era of Educational Transformation: A Literature Analysis of Structural and Professional Barriers
DOI:
https://doi.org/10.36668/sq0zwb45Abstract
This study aims to analyze the implementation of the Islamic education curriculum in Indonesia in the era of educational transformation, focusing on structural and professional barriers. This research employs a qualitative approach with a library research method by analyzing various academic literature, books, and relevant educational policy documents. The findings indicate that the implementation of the Islamic education curriculum has shown significant progress, particularly through the adoption of the Merdeka Curriculum, which emphasizes flexible learning, technology integration, and the development of 21st-century competencies. However, several challenges persist. Structural barriers include policy inconsistency, limited infrastructure, and the gap between policy and classroom practice. Meanwhile, professional barriers involve limited pedagogical competence and digital literacy among teachers in developing innovative learning strategies. Therefore, strengthening strategies are required, including policy consistency, continuous teacher professional development, optimization of technology utilization, and enhanced collaboration among the government, educational institutions, and society. This study contributes to the development of more adaptive and effective Islamic education policies in the context of educational transformation.
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