<![CDATA[This This research is motivated by the efforts of Madrasah Aliyah Plus Nurul Islam Sekarbela (MAPNIS) to prepare for the implementation of the CINTA-Based Curriculum (Cerdas, Inovatif, Nasionalis, Tangguh, dan Akhlak mulia-Intelligent, Innovative, Nationalist, Resilient, and Noble in Character). This curriculum emphasizes character strengthening, spirituality, and humanism in education. Although it is expected to develop knowledgeable and virtuous students, the reality in the field shows challenges such as low student discipline and limited learning facilities. The purpose of this study is to analyze the readiness of the madrasah at the pre-implementation stage of the CINTA-Based Curriculum. The analysis includes understanding the CINTA-Based Curriculum, identifying the gap between the curriculum’s ideals and the realities at MA Plus Nurul Islam Sekarbela, examining the supervision strategies and pre-implementation planning of the CINTA-Based Curriculum at MAPNIS, as well as evaluating teacher readiness and curriculum planning. This study employs a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the vice principal for curriculum, teachers, and curriculum documents. Data analysis was conducted through data reduction, presentation, and conclusion drawing. The findings reveal that approximately 71% of teachers have developed learning modules based on the CINTA concept; however, many of these modules remain declarative and have not fully integrated the values of CINTA into teaching practices and affective assessments. Therefore, in preparing learning modules, teachers must concretely apply CINTA values in experimental activities and authentic assessments. Continuous supervision, teacher capacity building, and adequate learning facilities are required to ensure the optimal implementation of the CINTA-Based Curriculum.]]>
