<![CDATA[While there is a wealth of literature on the Merdeka Belajar Kampus Merdeka (MBKM) policy in general, studies elaborating on the integration of Outcome-Based Education (OBE) curricula grounded in Islamic educational values remain relatively scarce. Addressing this academic gap, this study analyses the implementation dynamics of the MBKM policy within the Pendidikan Guru Madrasah Ibtidaiyah (PGMI Islamic Elementary Teacher Education) study program at UIN Sunan Kalijaga. Employing a qualitative case study approach over one academic semester, data were collected through non-participant observation of instructional practices and document analysis, including institutional regulations, 45 student reflection logs, and academic reports. All data were processed systematically through stages of reduction, data display, and conclusion drawing. The findings indicate that although the MBKM curriculum reorientation successfully transformed the learning paradigm into one that is more flexible and student-centered, its implementation faces four key empirical challenges: (1) limited lecturer understanding of credit (SKS) conversion mechanisms, (2) suboptimal integration of digital academic information systems, (3) disparities in students' psychosocial readiness, and (4) limited strategic partnership collaboration. This study offers practical insights into the importance of strengthening digital academic governance and providing pre-program psychosocial support to align experiential learning with Islamic pedagogical values, thereby producing adaptive professional educators for the 21st century]]>
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