Kesiapan Guru dalam Merancang dan Mengimplementasikan Kurikulum Islam pada Pendidikan Anak Usia Dini

Abstract

This study aims to analyze teachers’ readiness in designing and implementing the Islamic curriculum in Early Childhood Education (PAUD), focusing on teacher competencies, implementation challenges, and strategies for professional development. Using a qualitative method with a literature study approach, this research examines relevant theories, prior studies, and curriculum documents. The findings indicate that many teachers still have limited understanding of the structure and philosophical foundations of the Islamic PAUD curriculum and face difficulties in translating Islamic values into developmentally appropriate learning activities. Additional challenges arise from insufficient training, limited learning resources, heavy administrative demands, and parental expectations that are not always aligned with Islamic educational principles. The study also reveals that improving teacher readiness requires continuous training, professional mentoring, and the strengthening of pedagogical and spiritual competencies. Overall, the implementation of the Islamic PAUD curriculum demands synergy between teacher competence, institutional support, and systematic professional development strategies to ensure that Islamic values are authentically internalized within the learning process.

Keywords: Islamic curriculum, teacher readiness, early childhood education, professional development, literature study.