The Competence of Islamic Religious Education Teachers in Designing Learning Media Based on the Independent Curriculum in Junior High Schools

Abstract

This study investigates the competence of Islamic Religious Education teachers in designing learning media based on the independent curriculum in junior high schools. It aims to describe teachers’ roles in designing media, evaluate their use of curriculum-based tools, and identify obstacles they encounter in implementation. Using a qualitative descriptive method, data were gathered through interviews, observation, and documentation. The findings indicate that although some teachers demonstrate planning and adaptation skills, their implementation remains incomplete and lacks systematic collaboration and innovation. Media designed often lack variation and evaluation, and collaboration with colleagues is minimal. These challenges point to a gap between expected competencies and actual classroom practices. The study concludes that continuous professional development and administrative support are crucial for maximizing the impact of the Independent Curriculum. It contributes to improving the quality of religious education through better media design aligned with student needs and curricular goals.