The current curriculum does not fulfill the goals, needs, opinions, learning experiences and interests of students. These changes make the planned curriculum not run properly. Various curriculum change policies have not been relevant to the needs of today's society. Parents' interest in schools that use a particular curriculum is still very large because schools are considered the second environment for students. The purpose of this study is to analyze the implementation of the Islamic Education, Muhammadiyah and Arabic Language (ISMUBA) Curriculum Integrated with Merdeka Curriculum in the formation of noble moral character at SD Muhammadiyah Danaraja, Banjarnegara Regency and to analyze the supporting and inhibiting factors of the Islamic Education, Muhammadiyah and Arabic Language (ISMUBA) Curriculum Integrated with Merdeka Curriculum in the formation of noble morals at SD Muhammadiyah Danaraja, Banjarnegara Regency. The research method used in this research is a qualitative approach with a case study research type. Data collection techniques were conducted by interview, observation, and documents. Data analysis used interactive data analysis techniques of Miles, Huberman and Saldana which included data collection, data condensation, data presentation, and conclusions. After that, the data was tested for validity with the triangulation test. The result of this study is that the implementation of the Islamic Education, Kemuhammadiyahan, and Arabic Language (ISMUBA) curriculum integrated with the Merdeka Curriculum has shown the formation of noble character traits as seen from discipline, cleanliness, responsibility, courtesy, self-confidence, competitiveness, social relations, honesty and the implementation of students' ritual worship which has referred to the ideal noble character indicators. The supporting factors for the implementation of the ISMUBA curriculum integrated with the Merdeka Curriculum are students, educators and education personnel, facilities and infrastructure, and a comprehensive curriculum. The inhibiting factors for the ISMUBA curriculum are learning implementation, time constraints and habituation programs, and teacher mutations.