Pedagogical Competence of Islamic Religious Education Teachers in Implementing Differentiated Instruction Under the Merdeka Curriculum at SMP Negeri 5 Binjai

Abstract

This article analyses the pedagogical competence required by Islamic Religious Education (PAI) teachers to implement differentiated instruction under the Merdeka Curriculum, with SMP Negeri 5 Binjai as the intended context of application. The study uses a narrative literature review of 25 references comprising regulations, learning guidelines, books, and national and international scholarly articles. The analysis was conducted by grouping themes related to the mapping of students' needs, learning planning, learning-process management, formative assessment, and reflection for instructional improvement. The findings indicate that the pedagogical competence of PAI teachers cannot be understood merely as the ability to prepare teaching documents. It requires teachers to interpret differences in students' learning readiness, interests, religious experiences, and support needs ethically. Teachers must then design common objectives while providing varied access to learning materials, learning activities, support, and forms of performance. Diagnostic and formative assessments function as the basis for decision-making, rather than merely as instruments for measuring final outcomes. This article proposes the DIA-PAI conceptual model, namely Diagnosis, Intervention, Assessment, and Adaptation in PAI Learning. The model positions teachers as instructional decision-makers who respond to evidence of student learning. As this article is based on a literature review, it does not claim to describe the empirical conditions of teachers or students at SMP Negeri 5 Binjai. Field research is still required to examine the suitability of the model, contextual barriers, and its effects on the quality of PAI learning.