FLEKSIBILITAS DESAIN KURIKULUM PAI DALAM MENGHADAPI ERA MERDEKA BELAJAR

Abstract

This study aims to examine the concept, implementation, and challenges of curriculum design flexibility in Islamic Religious Education (PAI) within the Merdeka Belajar (Emancipated Learning) policy framework. A qualitative descriptive approach through library research was employed to analyze various primary policies and secondary literature on PAI curriculum development. The findings reveal that curriculum flexibility in PAI transforms the traditional content-heavy model into a dynamic, student-centered, and context-responsive approach. Historically, PAI instruction has often suffered from rigid structure and text-oriented delivery. Under the new paradigm, flexibility enables educators to reorient instructional goals by streamlining essential content and integrating contemporary socio-religious issues. Implementation manifests through differentiated learning planning, the integration of project-based learning such as P5RA (Project for Strengthening Pancasila Student Profile and Rahmatan lil 'Alamin), and diagnostic-formative assessment strategies. Furthermore, this flexibility empowers teachers to adapt learning activities to students' diverse learning styles, cognitive readiness, and local cultural contexts without compromising fundamental Islamic values. However, the primary challenge lies in teachers' methodological readiness and administrative burdens, alongside lingering pedagogical habits from previous centralized curricula, which require sustained professional development and institutional support. The study concludes that flexible curriculum design is essential for fostering meaningful religious education in modern schooling. To optimize this transition, educational institutions and policymakers must prioritize continuous teacher training through professional learning communities, streamline administrative requirements, and provide adequate digital instructional resources to facilitate innovative classroom practices.