<![CDATA[This research is motivated by the strategic role of the competence of Islamic Religious Education (PAI) teachers in improving the quality of madrasah education in Indonesia, but its implementation still faces various obstacles in the field. The purpose of this study is to analyze national education policies and the effectiveness of PAI teacher competency improvement programs in improving the quality of madrasah education, especially in the context of challenges in the 3T (Frontier, Outermost, and Disadvantaged) areas. The research method used is qualitative descriptive with a literature study approach and content analysis techniques to relevant policy documents and scientific literature. The results of the study show that policies such as the National Education System Law, the Regulation of the Minister of Religion Number 60 of 2015, the Teacher Professional Education Program (PPG), and the Independent Teaching Platform have provided the basis for strengthening the competence of PAI teachers, but their implementation still faces obstacles in the form of inequality of access to training, limited technological infrastructure, and low distribution of resources in the 3T area. In addition, the policy approach that tends to top-down causes the program to not fully comply with the contextual needs of madrasas in the regions. The conclusion of this study emphasizes that improving the quality of madrassas requires a more adaptive, inclusive, and local needs-based policy reformulation through strengthening School-Based Management (SBM), equitable access to teacher training, and effective infrastructure and madrasah leadership support so that improving the competence of PAI teachers can run more sustainably and fairly. Abstrak Penelitian ini dilatarbelakangi oleh peran strategis kompetensi guru Pendidikan Agama Islam (PAI) dalam meningkatkan mutu pendidikan madrasah di Indonesia, namun implementasinya masih menghadapi berbagai kendala di lapangan. Tujuan penelitian ini, untuk menganalisis kebijakan pendidikan nasional serta efektivitas program peningkatan kompetensi guru PAI dalam meningkatkan mutu pendidikan madrasah, khususnya dalam konteks tantangan di wilayah 3T (Terdepan, Terluar, dan Tertinggal). Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan studi pustaka dan teknik analisis isi terhadap dokumen kebijakan serta literatur ilmiah yang relevan. Hasil penelitian menunjukkan bahwa kebijakan seperti Undang-Undang Sistem Pendidikan Nasional, Peraturan Menteri Agama Nomor 60 Tahun 2015, Program Pendidikan Profesi Guru (PPG), dan Platform Merdeka Mengajar telah memberikan dasar penguatan kompetensi guru PAI, namun implementasinya masih menghadapi kendala berupa ketimpangan akses pelatihan, keterbatasan infrastruktur teknologi, serta rendahnya pemerataan sumber daya di wilayah 3T. Selain itu, pendekatan kebijakan yang cenderung top-down menyebabkan program belum sepenuhnya sesuai dengan kebutuhan kontekstual madrasah di daerah. Simpulan penelitian ini menegaskan bahwa peningkatan mutu madrasah memerlukan reformulasi kebijakan yang lebih adaptif, inklusif, dan berbasis kebutuhan lokal melalui penguatan Manajemen Berbasis Sekolah (MBS), pemerataan akses pelatihan guru, serta dukungan infrastruktur dan kepemimpinan madrasah yang efektif agar peningkatan kompetensi guru PAI dapat berjalan lebih berkelanjutan dan berkeadilan.]]>
