<![CDATA[This study analyzes the roles of teachers and principals in strengthening the implementation of the Islamic Religious Education (IRE) curriculum in madrasahs. The main problem lies in the tendency of learning practices that still focus on cognitive aspects, while the internalization of values and character formation are not consistently measured. This study employs a qualitative approach with a library research design through the analysis of relevant literature on curriculum evaluation, teacher roles, and madrasah leadership. The findings show that teachers need to shift from technical implementers to active evaluators who are able to design assessment instruments, analyze learning outcomes, and improve instruction based on data. Assessment does not merely function to measure outcomes, but serves as a strategic tool to strengthen implementation through authentic assessment and value reflection. On the other hand, principals act as instructional leaders who transform teachers’ evaluation results into strategic policies through academic supervision, data-based decision making, and continuous professional development. The synergy between teachers and principals is realized through a collaborative mechanism that includes communication of evaluation results, policy follow-up, and joint reflection forums. This study confirms that the effectiveness of the curriculum is determined by systematic, collaborative, and sustainable evaluation practices that enhance learning quality and strengthen students’ religious character formation. Keywords : teacher role, principal leadership, learning evaluation, Islamic Religious Education curriculum]]>
