<![CDATA[The phenomenon of bullying in Madrasah Ibtidaiyah (MI) increasingly shows a complicated pattern, no longer limited to physical violence between students, but also includes verbal, relational, and intimidating forms based on religious identity and socio-cultural background. Ironically, madrasas that ideologically carry the mission of rahmatan lil alamin do not yet have a curriculum framework that systematically integrates bullying prevention into the formal curriculum structure, hidden curriculum, and institutional culture. This article was compiled through a library research method with a conceptual research approach to design a new curriculum model called the BERAKSI Curriculum (Together Celebrate Diversity Without Intimidation). This research reveals that the values of Islamic Religious Education—especially the concepts of ukhuwah, rahmah, and i'tidal—can be the epistemological basis for the development of an anti-bullying curriculum that is not only programmatic, but also integratedly into the vision, subject structure, student profile project, hidden curriculum, and madrasah culture. The BERAKSI model is designed based on four main pillars, namely philosophical, psychological, sociological, and juridical pillars, which are further implemented in the seventeen operational components of the curriculum. The existence of this research lies in the placement of bullying prevention not as an additional program, but as a curriculum design that is integrated with the Rahmatan lil Alamin Student Profile, the Independent Curriculum, and the principles of Child-Friendly Schools.]]>
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