Background of study: The Islamic Religious Education Curriculum implemented in elementary schools must be able to adapt to the times and the needs of students. This requires teachers to not only master the subject matter but also possess adequate pedagogical skills to deliver the material in an engaging and effective manner.Aims and scope of the paper: The purpose of this study is to examine the challenges and strategies for improving the competence of Islamic religious education teachers in implementing the curriculum at SDN 10 Lebong.Methods: The principal and Islamic religious education teachers at SD N 10 Lebong were the subjects of this study, which used a descriptive qualitative approach involving observation, data collection, interviews, and documentation.Results: According to the survey, teachers faced a number of difficulties, including repetitive instructional strategies, little use of digital media, a lack of pertinent training, and sporadic supervision. Additionally, the curriculum's content was frequently out of step with the real-world situations that students encountered. A number of tactics were used to solve these problems, such as frequent training on cutting-edge techniques, senior teacher mentorship, ongoing assessment, integrating technology into the classroom, and creating teacher learning communities.Conclusion: These techniques successfully raised student interest in learning, teacher proficiency, and pedagogical confidence. According to the study's findings, the effective implementation of the Islamic Religious Education curriculum in elementary schools depends on collaborative and sustainable professional development that is backed by the education office and schools. The results also emphasize how crucial it is for educators to take an active role in professional development initiatives in order to maintain competence.
Yanuarti et al. (Tue,) studied this question.