<![CDATA[Madrasah Ibtidaiyah plays an important role in establishing the cognitive, affective, psychomotor, and digital foundations of students within an Islamic educational context. This study aims to analyze the characteristics of learning and relevant instructional strategies in Madrasah Ibtidaiyah within the implementation of the Merdeka Curriculum. The study employed a qualitative research design using content analysis of academic literature and educational policy documents published between 2019 and 2025. The data were analyzed through data familiarization, coding, categorization, and thematic interpretation to identify recurring patterns related to learning focus, instructional strategies, assessment, and teacher roles. The findings indicate that learning in Madrasah Ibtidaiyah should integrate four interrelated domains: cognitive, affective, psychomotor, and digital development. The analysis further identifies three complementary strategies: Islamic project-based learning, differentiated instruction, and continuous formative assessment. These strategies support contextual and student-centered learning while providing opportunities to integrate Islamic values across subject areas. The findings also indicate that teachers need to function not only as learning facilitators but also as murabbi who guide students’ moral and spiritual development through habituation, exemplary behavior, and classroom interaction. The study concludes that implementing the Merdeka Curriculum in Madrasah Ibtidaiyah requires an integrated learning ecosystem that connects academic development, Islamic values, student diversity, continuous assessment, and teacher professional capacity.]]>
