<![CDATA[This study explores how madrasah teachers adapt to the Independent Curriculum (Kurikulum Merdeka) through the lens of teacher agency. Using a qualitative case study with interviews, classroom observations, and document analysis, results show adaptive responses across cognitive (sense-making), affective (professional commitment and moral awareness), and behavioral (pedagogical adaptation) dimensions. Findings indicate that teacher agency in madrasahs is shaped by professional reasoning and Islamic moral-spiritual values, emphasizing that curriculum implementation is influenced by institutional culture and ethical responsibility. The study provides insights for instructional leadership and policy support in religious-based educational settings]]>
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