<![CDATA[This study is grounded in the suboptimal implementation of pedagogical competence among Islamic Religious Education (PAI) Teachers in applying the Kurikulum Merdeka in schools, particularly in bridging the gap between curriculum policy and classroom instructional practices. The study aims to examine in depth how the pedagogical competence of PAI teachers is implemented as curriculum enacters within the framework of the Merdeka Curriculum. This research employs a qualitative approach with a case study design conducted at SD Muhammadiyah Limpung. Data collection techniques include classroom observation, in-depth interviews, and documentation. The findings indicate that the implementation of teachers’ pedagogical competence is reflected in three main aspects: systematic lesson planning through seven stages of learning, the implementation of differentiated instruction tailored to students’ characteristics, and continuous learning evaluation through formative and summative assessments. The findings further emphasize that the success of such implementation is largely determined by teachers’ ability to integrate all stages of learning in a systematic, reflective, and student-centered manner. Thus, the pedagogical competence of PAI teachers plays a crucial role as a key factor in fostering effective, inclusive, and relevant learning in line with the demands of the Merdeka Curriculum. The implications of this study highlight the importance of continuously strengthening teachers’ pedagogical competence to ensure the optimal implementation of the curriculum.]]>
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