<![CDATA[The implementation of the Independent Curriculum (Kurikulum Merdeka) in Islamic Elementary Schools (Madrasah Ibtidaiyah) presents unique dynamics in harmonizing national Learning Outcomes standards with character building based on Islamic values. This qualitative case study aims to analyze learning execution, identify technical-pedagogical challenges, and formulate adaptation strategies for Kurikulum Merdeka at MIN 2 Pemalang. Research data were collected through classroom observations, analysis of Madrasah Operational Curriculum (KOM) documents, and in-depth interviews with the Vice Principal of Curriculum, 6 classroom teachers, and 12 students. The findings reveal that: (1) Learning execution has integrated differentiated approaches and P5-PPRA project activities deeply connected to Islamic daily practices; (2) Key challenges stem from sub-optimal diagnostic assessment mapping, teachers' difficulties in designing Project-Based Learning modules, limited ICT infrastructure, and parental perceptions rooted in conventional curricula; (3) Solution strategies are executed through teacher capacity building via internal Teacher Learning Communities (Kombel), and utilization of the Merdeka Mengajar Platform (PMM). The implications of this study emphasize the importance of managerial flexibility and pedagogical innovation in achieving inclusive and character-driven learning transformation in madrasahs.]]>
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