Integration of Islamic Values in the Basic Concepts of Civic Education for Madrasah Ibtidaiyah

Integrating Islamic values into Civic Education is important for preparing prospective Madrasah Ibtidaiyah teachers with religious character and civic responsibility. However, the systematic integration of these values throughout the instructional cycle remains underexplored. This study aims to analyze the integration of four Islamic values (tasamuh, syura, al-'adl, and hubbul wathan) in the Basic Concepts of Civic Education for MI course in the PGMI Program at UIN Sunan Kalijaga Yogyakarta. This qualitative study employed content analysis of three curricular sources: the Semester Learning Plan (RPS), teaching materials, and learning evaluation documents. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings show that the four Islamic values are integrated into learning planning, learning materials, and evaluation, although their representation varies and remains predominantly implicit. Hubbul wathan is the most explicitly represented value, while al-'adl is the least explicit, particularly in learning evaluation. Tasamuh and syura are primarily reflected through tolerance, discussion, deliberation, and participation. These findings indicate that Islamic values have been substantively integrated into Civic Education, but stronger alignment among the RPS, teaching materials, and evaluation is needed to ensure explicit, systematic, and measurable integration.