THE RELATIONSHIP BETWEEN CURRICULUM MANAGEMENT AND LEARNING QUALITY IN NGANJUK MADRASAH

Abstract

This research is motivated by the limited research on the overall relationship between comprehensive curriculum management and improving the quality of learning in madrasas, even though this aspect is crucial in strengthening the competitiveness and relevance of graduates in the national and global educational context. This study aims to analyze in depth how the stages of curriculum management—planning, organizing, implementing, and evaluating—contribute to the quality of learning in madrasas in Nganjuk Regency. The approach used was a qualitative multi-site case study design, involving three madrasas from the MI, MTs, and MA levels selected purposively. Data collection techniques included in-depth interviews with the madrasah principal, the deputy head of curriculum, and senior teachers; observations of learning activities and curriculum meetings; and document analysis. Data were analyzed thematically through the stages of reduction, presentation, and drawing conclusions. The results indicate a positive correlation between participatory and adaptive curriculum management and improved learning quality. Student-needs-based planning, implementation supported by instructional leadership, and curriculum evaluation as ongoing feedback have been shown to promote more relevant and responsive learning. This study concludes that curriculum management is a core strategy for quality improvement, not merely an administrative task. Implications include strengthening managerial capacity through training, developing learning communities, and evaluating curricula oriented toward continuous improvement. Further studies are recommended to explore the long-term impact of this model on student achievement.