<![CDATA[This research examines the alignment of Arabic language teaching materials in madrasahs with the demands of the Merdeka Curriculum, particularly related to student learning profiles and the integration of character values. The research uses a qualitative approach thru a systematic literature review of journal articles, curriculum policy documents, and literature on Arabic language learning, differentiated learning, and character education in madrasahs. The study results indicate that the teaching materials used are still not ideal. Most still emphasize a textual-grammatical approach, consisting of long texts without adequate context, excessive transliteration, and mechanical grammar exercises. This pattern is only suitable for some students, while those with visual, auditory, and kinesthetic learning styles have not been optimally served. This condition affects the decline in learning motivation and the difficulty in achieving competencies, not merely due to the limitations of the students' abilities, but because the teaching materials do not adequately consider their needs. Moreover, the integration of the Pancasila Student Profile and the Rahmatan lil Alamin Student Profile values is still superficial, limited to moral messages, and has not yet been incorporated into communicative activities, dialogs, or projects. This research recommends the development of teaching materials based on needs analysis, communicative, contextual, differentiated, and authentically integrating character values.]]>
