Education Policy in the Global Era: Challenges for Islamic Religious Education in the Merdeka Curriculum
DOI:
https://doi.org/10.36668/bq70wm96Abstract
Through the Merdeka Curriculum, an education policy that places flexibility, innovation, and relevance at the center of our focus on how best to prepare students to respond to 21st-century issues. This policy must address many challenges, such as poor infrastructure, untrained teachers, and resistance to curriculum change. This study uses a descriptive qualitative method with a library research approach based on previous research findings to explore challenges in Islamic Religious Education. Research findings indicate that the lack of educational facilities, low teacher competency in information technology, and lack of coordination between schools, parents, and the community are major obstacles in the implementation of the Merdeka Curriculum. This study uses literature review, so its limitation lies in its dependence on previous research results without more in-depth field data. This study highlights the important role of resource enhancement, continuous professional learning for teachers, and collaborative efforts among various stakeholders to ensure that this policy can be successfully implemented to produce a generation that is religious, competent, and responsive to global developments. This article contributes by examining the challenges of implementing the Merdeka Curriculum, particularly in the context of Islamic Religious Education, and emphasizes the synergy between religious, technological, and global competencies.
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