<![CDATA[The inadequacy in the implementation of Information and Communication Technology (ICT) subjects in elementary schools is caused not only by limited facilities and teacher competency but also by the minimal assessment of the ICT learning curriculum components, which serve as the main foundation. This study aims to examine the implementation of curriculum components in ICT learning at the elementary school level, specifically at SD Al-Hidayah Majalengka. This study used a qualitative descriptive method, employing interviews with ICT teachers and analysis of syllabus documents. The results show that the implementation of ICT learning at Al-Hidayah Elementary School, Majalengka, has been carried out using a project-based learning (PjBL) approach that integrates local and Islamic values by considering local needs, digital ethics, and technological readiness. Learning has been carried out in context, and the material provided is appropriate for student development. Teachers fulfill their duties and can pay special attention to the development of practical skills and students' character. Through these results, it is hoped that the development of the ICT curriculum in elementary schools can be more adaptive and relevant to student needs and technological developments. In addition, it is recommended to focus on contextual and value-based curriculum adaptation. Abstrak Kurang sesuainya implementasi mata pelajaran Teknologi Informasi dan Komunikasi (TIK) di SD tidak hanya disebabkan oleh keterbatasan fasilitas dan kompetensi guru, tetapi juga oleh minimnya pengkajian terhadap komponen kurikulum pembelajaran TIK sebagai fondasi utama. Penelitian ini bertujuan untuk mengkaji implementasi komponen kurikulum dalam pembelajaran TIK di jenjang sekolah dasar, khususnya di SD Al-Hidayah, Majalengka. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara dengan guru TIK dan analisis dokumen silabus. Hasil penelitian menunjukkan bahwa implementasi pembelajaran TIK di SD Al-Hidayah Majalengka telah berjalan dengan pendekatan berbasis proyek (Project-Based Learning/PjBL) yang mengintegrasikan nilai-nilai lokal dan islami melalui pertimbangan kebutuhan lokal, etika digital, serta kesiapan teknologi. Pembelajaran telah dilakukan secara kontekstual dan materi yang diberikan pun sesuai dengan perkembangan murid. Guru berperan sesuai dengan tugasnya dan mampu memberikan perhatian khusus terhadap perkembangan keterampilan praktis serta karakter murid. Melalui hasil tersebut, diharapkan pengembangan kurikulum TIK di sekolah dasar dapat lebih adaptif dan relevan dengan kebutuhan murid serta perkembangan teknologi. Selain itu, direkomendasikan untuk memperhatikan adaptasi kurikulum yang kontekstual dan berbasis nilai. Kata Kunci: komponen kurikulum; pembelajaran ICT; sekolah dasar; strategi pembelajaran]]>
