<![CDATA[The field implementation of Kurikulum Merdeka continues to present real hurdles for Islamic Education (PAI) students at Universitas Ahmad Dahlan (UAD), particularly regarding competency gaps and heavy administrative demands during their teaching practice. This study evaluates the extent to which student competencies are reinforced in designing lesson plans, integrating moderate Islamic principles and religious moderation into the Pancasila Student Profile Strengthening Project (P5), and mapping out the corresponding supporting and inhibiting factors. Using a descriptive qualitative approach with a case study design, data were compiled through semi-structured interviews, direct observations of microteaching simulation classes, and document analysis. The findings indicate that the department's curriculum reconstruction and the optimization of the microteaching laboratory have successfully transformed students into effective, student-centered learning facilitators. Students now demonstrate autonomy in translating Learning Outcomes (CP) into Learning Goal Flows (ATP) and innovative Lesson Modules, while creatively embedding moderate Al-Islam Kemuhammadiyahan (AIK) values within P5 themes. Nevertheless, the greatest obstacle arises from the psychological burden of managing complex, time-consuming P5 project reports and qualitative assessment rubrics. On the other hand, fluctuating campus Wi-Fi networks and technical glitches with LCD projectors in the laboratory frequently disrupt time management during teaching simulations. Consequently, the department is advised to simplify administrative assignment formats and upgrade campus digital infrastructure. Furthermore, instructors should shift simulation scenarios toward problem-based models using real case studies from marginal schools or heterogeneous classrooms to better test the resilience and adaptability of future teachers.]]>
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