<![CDATA[The shift from the 2013 Curriculum to the Merdeka Curriculum has brought a paradigmatic change toward student-centered learning, with strong emphasis on character strengthening beginning at the elementary madrasah (Madrasah Ibtidaiyah) level. Within madrasah settings, character formation carries a distinctive nature as it is intertwined with Islamic values, requiring teachers to design reflective and contextual learning while embodying exemplary conduct (qudwah) for their students. This study aims to examine the conceptual foundations, implementation strategies, and supporting and inhibiting factors in instilling character education values within the Merdeka Curriculum at the Madrasah Ibtidaiyah level. A qualitative library research approach was employed, tracing and reviewing indexed journal articles from Google Scholar, Garuda Kemdikbud, and Scopus published between 2021 and 2025, which were subsequently analyzed using a descriptive-thematic method. The findings indicate that character values within the Merdeka Curriculum are multidimensional, encompassing spiritual, social, and national dimensions reflected in the Pancasila Student Profile. Implementation is carried out through contextual and integrative-thematic approaches, religious habituation, project-based activities, and institutional reinforcement involving teachers, students, and parents. Nevertheless, the process still faces obstacles such as limited instructional time, teachers' insufficient grasp of the curriculum's essence, and underdeveloped character assessment instruments. In conclusion, the success of character strengthening at the Madrasah Ibtidaiyah level depends on synergy among teacher readiness, institutional support, and the sustained active involvement of families and communities.]]>
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