<![CDATA[ABSTRACT Pesantren curricula do not merely regulate learning activities; they also shape students’ lived experiences through the interconnection of formal education, diniyah education, and residential guidance. This study examines how curriculum management contributes to the development of students’ personalities at API ASRI Tegalrejo Islamic Boarding School, Magelang. A descriptive qualitative approach was employed, with educational activities, caregiving practices, and daily supervision serving as the main focus of observation. Data were collected through observation, in-depth interviews, and documentation involving the head of the curriculum division, dormitory supervisors, qori’ah staff, students, and alumni. The data were organized through condensation, narrative display, conclusion drawing, and verification, while credibility was ensured through source and technique triangulation. The findings indicate that planning establishes a shared direction for student development, organizing connects the roles of institutional managers and dormitory supervisors, and implementation translates values into learning activities, worship practices, habituation, and role modelling. Behavioural monitoring, evaluation meetings, and educational ta’zir complement this process as mechanisms for correction and guidance. Students’ personalities developed in the forms of religiosity, discipline, independence, responsibility, and proper conduct. This study concludes that effective curriculum management functions as a developmental ecosystem that continuously integrates educational design with residential life. ABSTRAK Kurikulum pesantren tidak hanya mengatur kegiatan belajar, melainkan turut membentuk pengalaman hidup santri melalui keterhubungan pendidikan formal, pendidikan diniyah, dan pembinaan asrama. Penelitian ini menelaah cara manajemen kurikulum dijalankan dalam pembentukan kepribadian santri di Pondok Pesantren API ASRI Tegalrejo Magelang. Kajian menggunakan pendekatan kualitatif deskriptif dengan menempatkan aktivitas pendidikan, pengasuhan, dan pengawasan keseharian sebagai fokus pengamatan. Informasi dihimpun melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan kepala bidang kurikulum, wali kamar, qori’ah pesantren, santri, serta alumni. Data ditata melalui proses kondensasi, penyajian naratif, penarikan simpulan, dan verifikasi; kredibilitasnya diperiksa melalui triangulasi sumber dan teknik. Temuan memperlihatkan bahwa perencanaan membangun kesepahaman mengenai arah pembinaan, pengorganisasian menghubungkan peran pengelola dan wali kamar, sedangkan pelaksanaan menerjemahkan nilai melalui pembelajaran, ibadah, pembiasaan, dan keteladanan. Pemantauan perilaku, rapat evaluasi, serta ta’zir edukatif melengkapi proses tersebut sebagai mekanisme koreksi dan pendampingan. Kepribadian santri berkembang dalam bentuk religiusitas, disiplin, kemandirian, tanggung jawab, dan adab. Studi ini menegaskan bahwa pengelolaan kurikulum yang efektif bekerja sebagai ekosistem pembinaan yang menyatukan rancangan pendidikan dengan kehidupan asrama secara berkelanjutan.]]>
