PERCEPTION OF ISLAMIC RELIGIOUS EDUCATION TEACHERS REGARDING THE IMPLEMENTATION OF THE 2013 CURRICULUM AND THE MERDEKA CURRICULUM AT MTsN 3 ACEH BARAT

Abstract

Curriculum changes in the national education system require teachers to be prepared as implementers in the field, especially in Islamic Education (PAI) subjects, which play a strategic role in shaping students' character. This study uses a qualitative approach with descriptive methods, and the data collection techniques used by the researcher include interviews, observation, and documentation of PAI teachers. The results show that most teachers have a fairly good understanding of the objectives and basic principles of both curricula, but face obstacles in their implementation, such as limited support, learning administration readiness, and adapting to the independent curriculum. However, teachers see opportunities and very positive aspects in the independent curriculum for developing students' potential holistically and contextually when compared to the previous curriculum. This provides a new “perspective” for education policymakers to improve their assistance to the teachers' council so that they can implement the independent curriculum objectively and optimally in their respective schools/madrasas.