<![CDATA[Character development is an important aspect of implementing the Merdeka Curriculum through the Pancasila Student Profile, particularly the dimension of Noble Character. However, some sixth-grade students of Class VI B at MI Al Fithrah Surabaya still demonstrate problems with discipline and responsibility, indicating the need for character strengthening through the learning process. This study aims to describe the implementation of Civic Education (PKn) learning in strengthening the Noble Character dimension, identify supporting and inhibiting factors, and analyze its impact on the character of Class VI B students. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The results showed that character strengthening was implemented through the integration of values into learning, habituation, teacher role modeling, and madrasah culture. Supporting factors included teacher commitment, religious culture, and madrasah programs, while inhibiting factors included differences in students’ characters, suboptimal family support, gadget use, and limited time. PKn learning contributed to strengthening discipline, responsibility, social concern, and mutual respect. ABSTRAK Penguatan karakter peserta didik merupakan salah satu aspek penting dalam pelaksanaan Kurikulum Merdeka melalui Profil Pelajar Pancasila, termasuk dimensi Berakhlak Mulia. Namun, sebagian peserta didik kelas VI B MI Al Fithrah Surabaya masih menunjukkan permasalahan dalam disiplin dan tanggung jawab, sehingga diperlukan penguatan karakter melalui proses pembelajaran. Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran PKn dalam menguatkan dimensi Berakhlak Mulia, mengidentifikasi faktor pendukung dan penghambat, serta menganalisis dampaknya terhadap karakter peserta didik kelas VI B. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan penguatan karakter dilakukan melalui integrasi nilai dalam pembelajaran, pembiasaan, keteladanan guru, dan budaya madrasah. Faktor pendukung meliputi komitmen guru, budaya religius, dan program madrasah, sedangkan faktor penghambat meliputi perbedaan karakter peserta didik, pendampingan keluarga yang belum optimal, penggunaan gawai, dan keterbatasan waktu. Implementasi pembelajaran PKn menunjukkan kontribusi terhadap penguatan disiplin, tanggung jawab, kepedulian sosial, dan sikap saling menghargai.]]>
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