<![CDATA[Gaps in foundational learning and the need to integrate Islamic values with digital competencies make curriculum innovation critical to madrasah quality. This study analyzes the planning, implementation, evaluation, and quality implications of curriculum innovation management at MIN 2 Sukabumi and MTsN 2 Sukabumi. A descriptive qualitative multi-site case study was conducted. Data were generated through semi-structured in-depth interviews, direct observation with limited participation, and document analysis using the researcher, interview-observation guides, a document checklist, recordings, and field notes as instruments. Thematic analysis combined within-site and cross-site interpretation. Credibility was strengthened through triangulation, member checking, peer debriefing, sustained field engagement, and an audit trail. Both madrasahs used participatory, needs-based planning. MIN 2 emphasized Qur'an memorization, religious habituation, morning literacy, and religious culture; MTsN 2 emphasized digital media, project-based learning, and twenty-first-century skills. Evaluation relied on supervision, monitoring, reflection, and regular review, although follow-up was constrained by teacher capacity, infrastructure, time, and funding. Quality implications were identified in active learning, character, student engagement, teacher competence, and quality culture. The study's novelty is an adaptive-cycle model that separates consistent management processes from flexible innovation content. Policy should prioritize high-impact programs, needs-based teacher development, and accountable, measurable follow-up to every evaluation.]]>
