Integrating Aswaja Values into The Merdeka Curriculum: Enhancing Character Education in Madrasah Ibtidaiyah for Achieving SDG’s

Abstract

Introduction: This study addresses the fundamental issue of integrating Ahlussunnah wal Jama’ah (ASWAJA) values—Tawasuth (moderation), Tasamuh (tolerance), Tawazun (balance), and I’tidal (justice)—into Indonesia's educational curriculum. The focus is on Madrasah Ibtidaiyah (MI) in Malang Regency, aiming to support students' cognitive, moral, and spiritual development amid the pressures of globalization and technological advancement.

Objectives: The research aims to analyze the implementation of ASWAJA values within the Merdeka Curriculum in three selected MI: MI Nahdlatul Ulama Bululawang, MI Mambaul Ulum Sepanjang Gondanglegi, and MI Miftahul Huda Turen. It particularly focuses on how these values influence character development, academic performance, and students’ social behavior.

Methods: This study employed a qualitative multisite research design. Data collection techniques included participant observation, in-depth interviews, and document analysis, ensuring a comprehensive understanding of the integration process and its outcomes.

Results: The findings reveal that ASWAJA values are effectively integrated into school practices through instructional strategies that encourage critical thinking and empathy, extracurricular programs that foster teamwork and social responsibility, and community involvement that enhances the practical application of these values. Each MI demonstrated distinct strengths: MI Nahdlatul Ulama Bululawang emphasized moderation in classroom discussions, MI Mambaul Ulum Gondanglegi promoted cultural appreciation, and MI Miftahul Huda Turen balanced academic and religious activities.

Conclusions: The study concludes that the integration of ASWAJA values into the Merdeka Curriculum positively contributes to holistic character education without compromising academic excellence. This model is replicable and offers insights for broader educational reform. It highlights the crucial role of collaboration between educators, families, and policymakers in achieving value-based education aligned with Sustainable Development Goal 4: Quality Education. Future research should explore the long-term impacts of this integration on students’ personal and professional development and expand the study across other regions for greater generalizability.