Learning Management in Islamic Religious Education: Implementing the Merdeka Curriculum and Its Challenges

This research aims to describe the implementation of learning management in Islamic Religious Education at junior high schools in Manado, encompassing planning, implementation, and evaluation stages. This study employed a qualitative descriptive method at SMPN 4 Manado and SMPN 5 Manado. The respondents were four teachers teaching Islamic Religious Education subjects at both schools. Data was collected through survey and interview techniques. The research results show that the teachers understand and can implement Islamic Religious Education learning management well, starting from the planning stage, which includes preparing the Learning Objectives Flow (LOF) and teaching modules before conducting the learning process. At the learning implementation management stage, all respondents used Project Based Learning (PjBL) supported by interactive learning media. Respondents used formative and summative assessments at the learning evaluation management stage to evaluate student learning outcomes. However, the interviews revealed several obstacles faced by the teachers, such as limited media, facilities, and classrooms, as well as the adjustment from the 2013 Curriculum to the Merdeka Curriculum. Solutions include using the hall, the prayer room, studying outside the classroom, and borrowing media and facilities from the school to carry out the teaching and learning process. Additionally, the respondents independently utilized several Merdeka Curriculum platforms to develop their skills in learning management. This research is expected to provide information and the latest references related to learning management, especially in Islamic Religious Education