<![CDATA[This study analyzes curriculum development, learning environment empowerment, and monitoring and evaluation (M&E) strategies at SDN Tanjung Pagar 3 and SDN Kuin Utara 4 in Banjarmasin City. While previous studies have often examined curriculum implementation, leadership, or evaluation separately, limited attention has been given to the interaction of these dimensions within an integrated curriculum management system in primary schools. A qualitative multi-site approach was employed using interviews, participatory observations, and document analysis. Data were analyzed through cross-site comparison and validated through source triangulation, method triangulation, and member checking. The findings indicate that effective curriculum management requires: (1) curriculum development based on student needs, data utilization, school asset optimization, and professional learning communities; (2) learning environment empowerment through Contextual Teaching and Learning (CTL), integration of local wisdom through eco-schooling programs, and collaboration with external partners; and (3) systematic M&E practices supported by data-based planning, coaching-oriented clinical supervision, application of the CIPP evaluation model, and continuous quality control. The study contributes an empirical understanding of how curriculum planning, environmental resource utilization, and quality assurance can operate as an interconnected system to strengthen learning quality in public primary schools. In conclusion, adaptive and contextual curriculum management depends on participatory instructional leadership and collaborative stakeholder engagement to support sustainable educational improvement.]]>
