<![CDATA[Islamic elementary education plays an important role in developing students' independence, character, and readiness for increasing personal, social, and religious responsibilities. This study aimed to develop an Aqil Baligh-based life skills curriculum and examine descriptive changes in student independence during its initial implementation. The study employed a Research and Development (R&D) approach comprising needs analysis, curriculum design, expert review, limited field implementation, product revision, and evaluation. The field trial involved 20 students from Grades IV–VI at one Islamic elementary school. Data were collected through classroom observations, semi-structured interviews, questionnaires, and structured assessments covering five dimensions of student independence: responsibility, time discipline, learning initiative, worship independence, and social cooperation. Quantitative analysis compared mean scores across the pre-cycle, Cycle I, and Cycle II. The recorded mean scores increased from 2.10 to 3.80 for responsibility, 2.31 to 3.60 for time discipline, 2.01 to 3.70 for learning initiative, 2.41 to 3.90 for worship independence, and 2.51 to 3.97 for social cooperation. These findings document consistent upward descriptive patterns across all five dimensions during implementation. The study contributes an integrated curriculum framework connecting practical life skills, Islamic values, and gradual preparation for increasing responsibility. Further evaluation using validated assessment instruments and comparative designs is needed to establish its effectiveness and wider applicability.]]>
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