Curriculum Development Team Research Articles

Partisipasi Stakeholder dalam Pengembangan Kurikulum Pendidikan Islam di Pesantren

This research aims to analyze the obstacles and challenges in involving stakeholders in developing the Islamic education curriculum in Islamic boarding schools, how stakeholders contribute to each stage of the curriculum development process and recommendations for Islamic boarding schools and educational development policies related to the Islamic education curriculum in Islamic boarding schools. The method used in this research is the library research method, data was obtained from various sources such as scientific journals, books, seminar papers and other publications both offline and online. The data analysis model consists of data collection, data reduction, data presentation, and drawing conclusions. The research results show that obstacles and challenges that may arise include differences in views and priorities, limited time and resources, inequality of representation, technical challenges, politics and personal interests, lack of effective communication, resistance to change, and intimidation of results. Stakeholders contribute to each stage of the curriculum development process by identifying needs and objectives, designing materials and learning, selecting learning and evaluation methods, testing and assessing, and revising and adjusting. Recommendations for Islamic boarding schools and educational policies related to curriculum development include increasing stakeholder involvement, forming a curriculum development team, openness to innovation, and integrating religious values. For education policy, apart from support and recognition, development of training stakeholders, provision of resources, support for research and innovation and partnerships with Islamic boarding schools.

STUDI KELAYAKAN PEMBUKAAN PROGRAM STUDI TADRIS IPA DI IAIN MADURA

With the increasing demand for science teachers in Pamekasan and the positive community response to the opening of a new study program, this research was conducted to evaluate the potential establishment of the Tadris IPA Study Program at IAIN Madura. Data was collected through questionnaires distributed to twelfth-grade students of SMA/SMK/MA in Pamekasan, Sampang, and Sumenep, as well as interviews with teachers, school principals, and the curriculum development team at IAIN Madura. As many as 78% of respondents supported opening the Tadris IPA Study Program, with 65% of prospective students expressing interest. About 70% of stakeholders hoped that graduates could integrate science and Islamic values. Based on the positive response from the community, the high interest from prospective students, and the expected graduate competencies, it is recommended that IAIN Madura consider opening the Tadris IPA Study Program. Integrating science and Islamic values is expected to meet the educational needs of Madura. Based on the data collected and the analysis conducted, the Tadris IPA Study Program at IAIN Madura is deemed worthy of establishment with specific considerations, including ensuring a qualified curriculum and a transparent faculty recruitment process.

Characters of Actors Implementing the Internal Quality Assurance System (SPMI) in Secondary Education Services (Study Of Good And Poor Performing High Schools In Kupang City)

This research chose the high school level because it is the last level before entering higher education (PT), which is different from the vocational school level, where apart from going to PT, you can also directly enter the world of work or industry. The city of Kupang was chosen because it is still a barometer of education in NTT Province. This research used a qualitative approach with 81 informants. Primary and secondary data were obtained through interviews, observation and literature review. Data were analyzed using techniques from Miles, Huberman, and Saldana (2014), which included data condensation, data presentation, and drawing conclusions or verification. The research results show that the characters of the actors implementing the Internal Quality Assurance System (SPMI) in secondary education services at high schools in Kupang City, whether performing well or poorly, were analyzed using the grid model from Bryson (2004). Findings show that: High Interest – Low Power (Subjects): Teachers involved in the school education quality assurance team (TPMPS) at SMAN 2 Kupang and SMAN 6 Kupang do not understand their role in the Team. High Interest – High Power (Players): Supervisors from the provincial education office and school principals as managers in educational units do not know the SPMI team but know the school development team (TPS) at SMAN 2 and the curriculum development team (TPK) at SMAN 6 Kupang. Low Interest – High Power (Context Setters): Committees and administration understand their role as directors and administrative staff but do not know the TPK team. Low Interest – Low Power (Crowd): Students and their parents are not required to be involved in implementing SPMI but must bear the costs of education and are entitled to the best educational services.

Analisis Pelaksanaan Kurikulum Merdeka di Sekolah Penggerak PAUDIT Kota Wali Demak

This study aims to analyze the implementation of Merdeka Curriculum in the PAUDIT Kota Wali. The research method used is qualitative with a case study approach in the PAUDIT Kota Wali. Data were collected through in-depth interviews with school principals, and questionnaires for teachers, as well as direct observation and document analysis related to curriculum implementation. The results showed that since 2022 it has started to implement the independent curriculum and become a driving school. The first implementation of the independent curriculum at PAUDIT Kota Wali is to hold a meeting with the curriculum development team and teachers to organize the KOSP. Second, download and use the guidelines provided by the Ministry of Education and Culture. Third, getting guidance support from the driving school facilitator and supervisor in implementing the Merdeka Curriculum through PMO activities. Developing the potential of students can be done through contextual learning activities, and project-based learning. The leadership ability of a school principal also influences the teachers in the school in increasing creativity, innovation, seriousness, and perseverance in organizing the implementation of the independent curriculum.

ANALYSIS OF ISLAMIC RELIGIOUS EDUCATION LEARNING MANAGEMENT AND ITS IMPACT ON TEACHING METHODS IN BAN BANGPU YARING PATTANI ELEMENTARY SCHOOL, THAILAND

The objective of this study is to analyze Islamic religious education learning management at Ban Bangpu Yaring Pattani Public Elementary School in Thailand. Utilizing a qualitative descriptive study and a case study approach, this research focuses on the perspectives of the school principal, teachers, and students. Data were procured via interviews, observations, and document analyses, which were subsequently interpreted qualitatively using the Huberman and Miles model. Our findings show that the Islamic religious education curriculum management at Ban Bangpu Yaring Pattani Public Elementary School undergoes several stages: (1) The planning of the curriculum begins with an emphasis on the Islamic curriculum at the basic education unit level, a SWOT analysis, the establishment of a curriculum development team for Islamic religious education, curriculum development, revision based on feedback, approval by the local Department or Office of Basic Education, followed by implementation. (2) The implementation of the Islamic religious education learning lacks innovation due to a majority of the teachers being senior staff. Their limited skills in utilizing new technology result in a reliance on traditional learning management models. As a consequence, the learning process fails to fully engage students and teachers struggle to keep pace with modern teaching styles. Notwithstanding, the teachers excel in dedicating ample attention to the students. (3) The evaluation of student learning outcomes has been conducted by teachers to determine the students' mastery of basic competencies in elementary school. The assessment of student learning occurs at the end of each basic competency using predefined indicators based on the minimum competency criteria value, conducted in four stages: classroom, school, regional, and national levels. This study underscores the need for more innovative approaches in Islamic religious education and training in new teaching methods for senior teachers to better engage students and match up with the dynamics of the modern world.

Impact of Curriculum Management on the Quality of Graduates at MI Yusuf Abdussatar Kediri, West Lombok Regency

Curriculum management is a comprehensive, systemic and systematic cooperative system for realizing curriculum achievement. This research was designed as a qualitative approach and took the research location in Madrasah Ibtidaiyah Yusuf Abdussatar Kediri, West Lombok Regency. Observation, interviews, and documentation carry out data collection procedures. Data analysis techniques use data reduction, data presentation, and conclusions. Meanwhile, data validity is checked by extending participation, observation diligence, triangulation of peer reviewing data and using sufficient references. Research findings show that 1) how curriculum management on the quality of graduates is: a) forming a curriculum development team, b) making the basic framework of the curriculum, c) analyzing the context in the curriculum, d) analyzing the characteristics in the curriculum made, e) organizing the curriculum so that the curriculum has a regular structure in the curriculum itself, f) preparing an appropriate learning implementation plan to achieve the expected goals, and g) curriculum evaluation; 2). How are the curriculum management steps towards the quality of graduates, namely: a) implementation of the right curriculum so that the quality of graduates is achieved, b) carrying out extracurricular activities in the curriculum, and c) carrying out appropriate intra-curricular activities by the curriculum made.

Designing a collaborative faculty‐student mentoring model in a large, complex science curriculum development team project

AbstractScientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1‐1 single faculty‐student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the collaborative project. Instead, faculty‐student mentorship models would benefit from being re‐envisioned to facilitate faculty mentors advising multiple student team members and students seeking feedback from multiple faculty team members, while also facilitating complimentary student peer mentorship opportunities. In this article, we present a case study of how student mentorship support was initially designed and managed in a large, complex, and multidisciplinary collaborative science curriculum development effort: the Earth Science Experiential and Indigenous Learning (EaSEIL) project.

Qur’anist and Scientist: Curriculum Design on Islamic Boarding School at SMA Al-I’tishom Magelang

This research was conducted based on the results of interviews and observations of Al-I'tishom High School (SMA), which is a modernization School from its position as Al-I'tishom Islamic Boarding School to become a formal educational institution called Al-I'tishom Boarding School High School. this is to analyze the basic principles in the formulation of the curriculum at SMA Al-I'tishom Boarding School. This method of research used descriptive qualitative methods with a phenomenological approach to reveal more deeply the phenomena of the basic principles in curriculum formulation at SMA Al-I'tishom Boarding School. Data collection techniques are carried out by means of observation, interviews, and documentation. The data source for this research was in the form of primary data obtained from interviews with the Head of the Foundation, the Head of the School, the Head of the Islamic Boarding School, Deputy Head of Curriculum, Alumni and High School Students of Al-I'tishom Boarding School. The research data validity technique used the criteria for the degree of trust (credibility) with the triangulation technique. The results of the study concluded that the basic principles used in the formulation of the curriculum at SMA Al-I'tishom Boarding School are built on several criteria including: a) the formulation of the curriculum at SMA Al-I'tishom has considered the relevance of internal and external aspects. The purpose of establishing SMA Al-I'tishom which started from the concerns of many figures and the needs of the surrounding community has proven that the principle of relevance has been implemented; b) the combination of the two curricula in SMA Al-I'tishom certainly applied a very real principle of flexibility. Not rigid and adaptive to the needs and conditions of the field. Then the main curriculum implementers are educators and the curriculum development team can adjust the priority scale of the curriculum content given to students; c) the consideration of a combination of two curricula with balanced weights implicitly fulfills the principle of continuity. The natural sciences and religious sciences that are taught and expected to be able to continuously provide the basis and provision for Al-I'tishom High School graduates in living life and preparing provisions for the hereafter; d) the efficiency of the strategy for formulating and implementing the curriculum at SMA Al-I'tishom has been detailed in the KOSP document. In the KOSP document, objectives and strategies are stated starting from the short term, medium term, and long term and e) the effectiveness of time management for implementing the curriculum has been pursued. With an institutional autonomy system that implements a pondokitory system, the quality and quantity of curriculum implementation runs effectively, both for students and for educators Keywords: Boarding School curriculum, Curriculum Development, Qur'an and Science

Curriculum Development Management of Integrated IPS Subject at MTsN Banda Aceh

Management or curriculum management becomes something very important, because good curriculum management will facilitate the achievement of educational goals to the maximum. The purpose of this study is to find out how the management of integrated social studies subject curriculum development in MTsN Banda Aceh city. This research uses a qualitative approach with a descriptive type of research. Data collection techniques use observation, interviews, and documentation. The data analysis techniques used are qualitative descriptive analysis with data reduction techniques, data presentation, and conclusions. Based on the research findings, it was found that: (1) The planning process for the development of an integrated social studies curriculum is carried out in meeting activities held at the end of each school year or before the beginning of the new school year begins, by setting goals to be achieved; (2) The organization of curriculum development consists of the main organization of the school curriculum development team and also the organization of the social studies curriculum and the Madrasah MGMP team; (3) The staff preparation process shall be deliberated directly by the Head of Madrasah and the coordinator for school curriculum development. Staffing in accordance with expertise and considering the issue of equal distribution of tasks; (4) The implementation of curriculum development has been very good, effective and efficient. The implementation of curriculum development is also carried out through MGMP; (5) Obstacles experienced by Waka Curriculum in developing an integrated social studies subject curriculum are due to lack of teacher motivation, difficulty in managing time and lack of adequate infrastructure; and (6) The Waka Curriculum solution in developing an integrated social studies subject curriculum, namely: involving social studies teachers in MGMP, providing all school infrastructure, providing support to teachers in the implementation of the educational process, and there must be teacher motivation.

Manajemen Kurikulum dalam Mengembangkan Mutu Pendidikan

The curriculum is one of the indicators to measure the quality of an educational institution, because if the curriculum used is good then the targeted results will be achieved further to produce graduates who are outstanding and have good character. This study aims to analyze curriculum management at Al-Hidayah Cukangkawung Tasikmalaya Islamic High School. Qualitative methods were used in this study with a descriptive analysis approach. Data collection was used by observation techniques, interviews and documentation studies, while data analysis was carried out by means of data condensation, data presentation and conclusions. The results of this study indicate that Al-Hidayah Cukangkawung Islamic High School uses the 2013 curriculum and a typical curriculum which includes life skills education, tadarus and dhuha congregation, literacy, and field work practices (PKL). While the process of curriculum management at Al-Hidayah Islamic High School includes: 1) curriculum planning, initially a curriculum development team was formed and then the planning was divided into two levels, namely school-level curriculum planning and class-level curriculum planning; 2) the implementation of the curriculum, the implementation of the curriculum is under the supervision and responsibility of the school principal who is accompanied by the vice principal in the field of curriculum; and 3) curriculum evaluation, this activity is carried out at the end of the year in the form of an end of school year evaluation meeting.

MANAJEMEN PENGEMBANGAN KURIKULUM BERBASIS INTEGRASI KEILMUAN

This study aims to determine the form/model, development management, internal and external factors and alternative strategies in the Scientific Integration-Based Curriculum implemented in the Muhammadiyah Boarding School of Palopo. This research use desciptive qualitative approach. The research was conducted at MBS Palopo. The research subjects were primary subjects consisting of the Director of SBM, the curriculum development team and teachers as well as secondary subjects, namely the results of documentation. Techniques and data collection instruments used were observation, interviews and documentation. Test the validity of the data through the triangulation process. The results of this study indicate that the curriculum structure with an integrated curriculum model aims to facilitate students with general knowledge and religious knowledge. In the management of scientific integration-based curriculum development at the Muhammadiyah Boarding School Palopo, there are several stages of the process, namely; curriculum planning, curriculum organizing, curriculum monitoring and curriculum improvement. Internal and external factors that contribute to the management of scientific integration-based curriculum development at the Muhammadiyah Boarding School Palopo. The results of the analysis of internal and external factors show that the strengths of MBS Palopo are able to overcome its weaknesses and be responsive in dealing with threats in curriculum development. An alternative strategy in developing a scientific integration-based curriculum at the Muhammadiyah Boarding School. The first strategy is to organize training such as workshops on a national or international scale. The second strategy is to facilitate teachers in every SBM activity and facilitate teachers in strengthening the literacy movement. The third strategy is opening up space for private institutions in developing the teaching profession.

Implementasi Kurikulum Merdeka pada Tingkat Satuan Pendidikan SMA: Tinjauan Perencanaan IKM

Due to the Covid-19 pandemic, education in Indonesia needs to make adjustments so that the implementation of education can continue. One of the policies carried out by the government under the auspices of the Ministry of Education and Culture was to implement the Emergency Curriculum (simplified Curriculum-2013). Over time, the government prepared a new curriculum prototype which has now been formalized as the Independent Curriculum. The implementation of the Independent Curriculum (IKM) begins in stages in schools called “Sekolah Penggerak”. This research was conducted to find out how the planning and design stages of IKM were carried out by a Sekolah Penggerak in one of the schools in West Sumatra. Data obtained from observations and interviews conducted with informants who know and are involved in IKM. Based on the results of the research that has been done, it was found that the initial step taken by the school as a driving school was to form a Curriculum Development Team (TPK) which would later coordinate with the provincial TPK. Some of the activities that have been carried out by TPK schools were observed. The preparations that have been made to become a driving school are (1) conducting training for teachers, (2) forming a learning committee, (3) compiling the Curriculum of Education Unit Operational (KOSP), (4) preparing curriculum tools such as KSOP, Outcomes Learning (CP), Learning Objective Flow (ATP), teaching modules, and strategies for implementing project-based learning or projects to strengthen the profile of Pancasila students. Apart from that, the things that schools have prepared in facing an independent curriculum are (1) studying and understanding the regulations regarding an independent curriculum, (2) coordinating with all teacher boards, and 3) adopting a level of complexity curriculum.

Curriculum Management and Physics Learning at Madrasah Aliyah (MA) Islamic Modern Islamic Boarding School (PPMI) Assalaam Surakarta

The purpose of this research is to explain: (1) curriculum and learning planning. (2) organizing curriculum and learning. (3) implementation of curriculum and learning. (4) evaluation of the implementation of curriculum and learning. This type of research is a qualitative research with an ethnographic design that was carried out at the Madrasah Aliyah PPMI Assalaam Surakarta. Data collection techniques with in-depth interviews, documentation, and observation. Data analysis uses an interactive analysis model with three stages. The results of the study were (1) Learning planning, in the preparation of madrasa curriculum documents a curriculum development team was formed involving all elements of the madrasa to verify syllabus documents, prota and promissory notes, and lesson plans prepared by the teacher before being validated by the head of the madrasa. The final product of the lesson plan is in the form of a KTSP document which is the official madrasah curriculum document as a reference in carrying out teaching and learning activities for one academic year. (2) Organizing Learning, including preparing an educational calendar. Arrangement of teacher assignments according to qualifications and competencies, preparation of lesson schedules assisted by application software. (3) Implementation of learning, including learning objectives, subject matter, methods, media, and evaluation of learning, is a part that must be fulfilled so that the objectives of learning can be achieved. (4) Evaluation of learning implementation, including supervision of learning planning, supervision of learning implementation, and supervision of learning outcomes.

총론과 각론의 연계 관점에서 2015 개정과 2022 개정 각론 개발 지침 비교·분석 및 시사점 고찰

Objectives The purpose of this study is to draw implications for the next curriculum revision by comparing and analyzing the 2015 Revised Curriculum and the 2022 Revised Curriculum in terms of coherence between general guidelines and subject curriculum in Korea. Methods The focus of analysis is on the guidelines for the development of subject curriculum of 2015 Revised Curriculum and 2022 Revised Curriculum. In particular, in the case of judgment on clarity, in addition to judgment on whether or not to present, it was analyzed with a focus on whether the guideline itself was sufficient to develop the subject curriculum without any more explanation from the standpoint of the subject curriculum development team. Results Although the problem of the 2015 revision guidelines that did not provide guidance on the meaning of competency education, curriculum design principles, and national and social requirements was resolved, it is found that the 2022 revision guidelines for development of subject curriculum are still insufficient in preparing guidelines considering the characteristics of each subject and guidance on development of achievement standards as performance standards. Conclusions Based on the results of this analysis, suggestions for the next curriculum revision are presented as follows. First, it is necessary to prepare clear directions and development guidelines related to the development of achievement standards. Second, it is necessary to prepare guidelines for developing subject curriculum in consideration of the characteristics of each subject. Third, Detailed discussions on how to reflect national and social requirements are needed. As a follow-up study, it is necessary to restructure the overall structure of the subject curriculum in connection with the general direction of core competency education.

PEDAGOGICAL VALUES IN PENCAK SILAT EXTRACURRICULAR ACTIVITIES FOR DEVELOPING ELEMENTARY SCHOOL STUDENTS' CHARACTERS AT SDN 2 PANGEUREUNAN

Pencak Silat is an educational material aimed at shaping individuals who are capable of performing beneficial actions and behaviors to establish mutual security and welfare. The purpose of this research is to analyze the influence of pedagogical values on extracurricular Pencak Silat activities in developing the character of elementary school students at SDN 2 Pangeureunan. The method used in this research is descriptive qualitative. A qualitative approach was chosen because it was deemed suitable for the problem focused on in this research. The results of this research show that the planning of character development programs for students at SDN 2 Pangeureunan through extracurricular Pencak Silat activities is developed by the curriculum development team formed by the school principal as the program's responsible party. Other character values that emerged in addition to the five main characters set at SDN 2 Pangeureunan are the values of hard work, curiosity, social care, friendliness, communicativeness, responsibility, respect, love of the homeland, appreciation of achievements, love of peace, and democracy. Therefore, character value development through extracurricular Pencak Silat activities not only develops the five main character values but also other excellent character values in shaping students to have good and superior personalities

Curriculum Development Management at Madrasah Aliyah Negeri

This study aims to determine how the management of curriculum development in MAN Padang Lawas Utara. This research used a qualitative approach with a descriptive type. Data collection techniques used observation, interviews and documentation techniques to obtain valid data about curriculum development management at MAN Padang Lawas Utara. Based on the results of the study, it shows that 1) The planning of curriculum development at MAN Padang Lawas Utara is quite good, which includes: the background of the preparation of curriculum development based on the needs and feasibility of the madrasah, reviewing the vision, mission and goals of education, formulation of curriculum content, projects that need to be done, design strategies in learning, design guidance strategies in dealing with problems, design assessment strategies to determine the level of success that has been achieved after implementing curriculum development, 2) Organizing curriculum development management at MAN Padang Lawas Utara is quite good, because it is carried out regularly and planned. Conducted by a curriculum development team formed by the principal. So that it makes it easier to make curriculum and get effective and efficient results, 3) The implementation of curriculum development at MAN Padang Lawas Utara is going well, according to the agenda that has been prepared by the curriculum development team, namely determining the curriculum structure to support competency standards, 4) Evaluation of development North Padang Lawas MAN curriculum is quite good, it can be seen with monitoring and assessment to determine the implementation of curriculum development by the principal and the supervisory team. Supervision is carried out starting from planning, organizing to implementing curriculum development internally and externally. as teacher professional education training (TPT), as well as collaboration between teachers and students.

Principal Leadership in Developing the Competence of Islamic Religious Education Teachers

This article aims to describe and analyze the leadership of the head of Madrasah Tsanawiyah Al-Ikhlas Bontang in improving the professionalism of Islamic religious education teachers. It uses a descriptive qualitative approach, and data collection techniques are conducted with in-depth interviews, participatory observation, and documentation. The results showed that planning is carried out by collecting ideas through the initial meeting of the year, forming a curriculum development team, obtaining curriculum documents, and determining an assessment program as the basis for implementing evaluations. Furthermore, management implementation through tahfidz learning in local content should be performed every morning for all students with a predetermined schedule. Evaluation through the memorization system positively impacts teachers to form a learning community, and the results of the tahfidz assessment are combined with all groups of Islamic religious subjects.

Curriculum Development Design of Elementary-Based Islamic Boarding School

The applied curriculum is still using the elementary school curriculum in general, which does not adopt the values of Islamic Boarding School. Based on logic of the PAR (Participatory Action Research) approach as well as the results of FGD (Focus Group Discussion) and SWOT analysis, the carried out service treatments are mentoring and development of Islamic boarding school-based elementary school curriculum design. This mentoring was given to the curriculum development team of SDI Turen Malang by bringing in a third party who is the head of the curriculum at the Islamic boarding school. In addition to a facilitator, researcher as graduate from Islamic Boarding School who was part of the curriculum development team of Islamic Boarding School also provided direction and contributed concepts. In this curriculum, the basis of innovation is the introduction of Islamic religious teachings by integrating the curriculum. The curriculum development model of Islamic Boarding School for SDI Turen into an Islamic Boarding School-based curriculum in this service is emphasized on 4 points, namely: 1) Integration of religious values in the learning process, 2) Addition of religious subjects, 3) Use of the yellow book as a reference, and 4) Habituation of religious activities. The hope is that SDI Turen can use this curriculum development design into a permanent school curriculum as an effort to realize the dream of becoming an Islamic Boarding School-Based School.

MANAJEMEN PEMBELAJARAN TAHFIDZ ALQURAN DI SEKOLAH

Abstract: This research article aims to find out how is the management of Tahfidz Al-Qur'an learning in schools? This research uses qualitative research. The approach used in this study is a naturalistic qualitative that was carried out at the Al-Fityah Binjai Foundation which includes Al-Fityah Elementary School, Junior School and High School. This approach is carried out by making a systematic and objective description of events, by collecting, evaluating, verifying, and synthe-sizing evidence to support the facts in order to obtain a conclusion. The results showed that the management of Tahfidz Al-Qur'an learning in schools was carried out through empathy, namely 1) Learning planning, where the implementation was arranged by involving the foundation and the school, Tahfiz Al-Qur'an learning planning contained subject matter, learning media, learning methods and time assessment. 2) Organizing learning which is carried out through the division of teaching tasks and the formation of a curriculum deve-lopment team that is oriented to the process of deter-mining, grouping, determining authority and respon-sibility by policy makers. 3) The imple-mentation of tahfidzul quran learning is carried out on the basis of four things, namely the material for each meeting, methods, class management, and teaching and learning activities. 4) evaluation of tahfidzul quran learning in these three schools was car-ried out using formative evaluation and summative evaluation.Keywords: Management, Learning, Ta

Manajemen Pengembangan Kurikulum Berbasis Madrasah di MTs Ma’arif NU Kota Malang

Curriculum development has a very crucial role in the education process, especially in the learning process. The achievement of learning depends on the management of curriculum development that carried out in each school. This study aims to determine the management of madrasa-based curriculum development that carried out at MTs Ma'arif NU Malang City. This research used descriptive qualitative method through interviews, observation, and documentation. The subjects studied were curriculum documents that had been developed, the subjects interviewed were the head of the madrasa, vice of curriculum, and teacher representatives. The results showed that the management of curriculum development at MTs Ma'arif NU Malang City includes planning, implementation, and evaluation. The implementation of the curriculum is carried out in macro and micro. Macro implementation by the curriculum development team, by the head of the madrasa and the vice of the curriculum to design selective programs such as aswaja deed and tahfidz programs. While the implementation of the micro curriculum is carried out by each subject teacher, which is the activity of developing the curriculum in the learning process. Starting from the lesson plans outlined in the RPP, the learning process using creative and varied learning methods, to the assessment process. Evaluation activities are carried out every mid-semester and are also carried out directly when the teacher is experiencing problems during the implementation process.