<![CDATA[This study analyzes the implementation of Ki Hajar Dewantara’s educational trilogy Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, and Tut Wuri Handayani in shaping the akhlakul karimah (noble character) of fifth-grade students at MI Nurul Mukhlasin. Amid modern moral degradation, integrating local pedagogical wisdom with Islamic values is crucial. Employing a qualitative case study approach, data were gathered through structured observations, semi-structured interviews with teachers and principals, and documentation analysis. The findings reveal that teachers systematically apply the trilogy: serving as moral exemplars (Ing Ngarso Sung Tulodo), building collaborative and supportive learning environments (Ing Madyo Mangun Karso), and granting constructive autonomy to foster student responsibility (Tut Wuri Handayani). This holistic approach successfully cultivates core virtues, including politeness, honesty, and discipline. The integration of this indigenous pedagogical framework with Islamic character education offers a robust model for contemporary character development in primary Islamic schools. Keywords: Akhlakul Karimah; Character Education; Educational Trilogy; Ki Hajar Dewantara, Madrasah Ibtidaiyah.]]>
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