<![CDATA[ABSTRACT The implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) requires adaptive learning practices that encourage active student engagement, including through the scientific approach. This study aimed to describe the implementation of observing and questioning, collecting information and reasoning, and communicating activities in PAI learning based on the Merdeka Curriculum. This qualitative study employed an analytical descriptive design at SDN Sumberpandan 02 Grujugan, Bondowoso. Data were collected through observations, interviews with a PAI teacher, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that observing and questioning activities were conducted using printed images and the surrounding socio-religious environment as learning stimuli. Collecting information and reasoning activities involved group work, printed learning resources, habituation activities such as Asmaul Husna, Surah Yasin, and congregational prayer, as well as scaffolding and peer tutoring. Communicating activities were carried out through mind mapping, infographics, and role-playing, followed by teacher clarification and reinforcement. The findings indicate that the scientific approach can be adapted contextually to school conditions and students’ learning needs. ABSTRAK Implementasi Kurikulum Merdeka dalam pembelajaran Pendidikan Agama Islam (PAI) menghadirkan kebutuhan adaptasi pembelajaran yang tetap mendorong keterlibatan aktif peserta didik, termasuk melalui pendekatan saintifik. Penelitian ini bertujuan mendeskripsikan implementasi kegiatan mengamati dan menanya, mengumpulkan informasi dan menalar, serta mengomunikasikan dalam pembelajaran PAI berbasis Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif analitis di SDN Sumberpandan 02 Grujugan, Bondowoso. Data diperoleh melalui observasi, wawancara dengan guru PAI, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kegiatan mengamati dan menanya dilakukan melalui gambar cetak dan pemanfaatan lingkungan sosial-keagamaan sebagai stimulus. Kegiatan mengumpulkan informasi dan menalar dilakukan melalui kerja kelompok, penggunaan sumber belajar cetak, pembiasaan Asmaul Husna, Surah Yasin, dan shalat berjamaah, serta penerapan scaffolding dan tutor sebaya. Kegiatan mengomunikasikan dilakukan melalui mind mapping, infografis, dan role playing yang diperkuat dengan klarifikasi guru. Temuan menunjukkan bahwa pendekatan saintifik dapat diadaptasi secara kontekstual sesuai kondisi sekolah dan kebutuhan peserta didik.]]>
