<![CDATA[Pandemi COVID-19 telah mendorong adopsi pembelajaran daring di Indonesia, menciptakan tantangan signifikan bagi Pendidikan Agama Kristen (PAK). Kendala utama meliputi akses internet terbatas, keahlian teknologi, dan pengelolaan kelas daring. Kurikulum Merdeka hadir sebagai respons, menawarkan fleksibilitas lebih besar dalam pembelajaran. Penelitian ini bertujuan menganalisis peningkatan kualitas PAK melalui implementasi Kurikulum Merdeka, fokus pada pengembangan Rencana Pelaksanaan Pembelajaran (RPP) efektif. Menggunakan metode studi kepustakaan, penelitian ini mengeksplorasi perencanaan pembelajaran berbasis Kurikulum Merdeka dan solusinya terhadap tantangan pandemi. Hasil menunjukkan Kurikulum Merdeka membuka peluang pengembangan metode pengajaran adaptif, dengan model pembelajaran holistik, futuristik, dan blended learning terbukti relevan. Perencanaan pembelajaran efektif, terutama RPP, menjadi kunci keberhasilan. Namun, implementasi bergantung pada kompetensi guru dalam teknologi dan metode inovatif. Implementasi Kurikulum Merdeka dalam PAK memerlukan adaptasi pengajaran yang berpusat pada siswa, pemanfaatan teknologi, dan pengembangan kompetensi guru untuk memenuhi tuntutan pendidikan di era digital. Evaluasi berkelanjutan diperlukan untuk memastikan efektivitas kurikulum dalam konteks PAK. The COVID-19 pandemic has spurred the adoption of online learning in Indonesia, creating significant challenges for Christian Religious Education (PAK). The main obstacles include limited internet access, technological expertise, and online classroom management. The Independent Curriculum is present as a response, offering greater flexibility in learning. This study aims to analyze the improvement of the quality of PAK through the implementation of the Independent Curriculum, focusing on the development of effective Learning Implementation Plans (RPP). Using the literature study method, this study explores the learning planning based on the Independent Curriculum and its solutions to the challenges of the pandemic. The results show that the Independent Curriculum opens up opportunities for the development of adaptive teaching methods, with holistic, futuristic, and blended learning models proving relevant. Effective lesson planning, especially lesson plans, is the key to success. However, implementation depends on the competence of teachers in innovative technologies and methods. The implementation of the Independent Curriculum in PAK requires student-centered teaching adaptation, the use of technology, and the development of teacher competencies to meet the demands of education in the digital era. Continuous evaluation is needed to ensure the effectiveness of the curriculum in the context of PAK. ]]>
