<![CDATA[This study aims to examine the actualization of professional competence of Islamic Religious Education (PAI) teachers in developing teaching modules under the Merdeka Curriculum at SMP Negeri 1 Baubau, while investigating whether the apparently complete documents reflect genuine competence or merely administrative compliance. This study employed a qualitative descriptive-evaluative approach, with data collected through participatory observation, semi-structured interviews with five PAI teachers and the school principal, and documentation of teaching modules. Data analysis followed the interactive model of Miles, Huberman, and Saldana, with validity tested through method triangulation. The results reveal that the professional competence of PAI teachers has been substantively actualized, characterized by the ability to derive Learning Outcomes into measurable Learning Objectives, design differentiated instruction, organically integrate Islamic values, develop holistic assessments, and productively utilize digital technology. These achievements are sustained by a conducive professional development ecosystem and strong institutional support. The findings directly contribute to SDGs Goal 4 on quality education, while serving as empirical reference for sustainable policy development aimed at improving the quality of PAI teachers.]]>
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