<![CDATA[General Background: Ulama cadre education requires structured learning management to sustain Muhammadiyah’s scholarly mission amid modernization and a shortage of religious scholars. Specific Background: Muhammadiyah Tarjih Ulama Education (PUTM) Yogyakarta manages learning through an integrative curriculum, institutional collaboration, classroom instruction, and dormitory-based academic guidance. Knowledge Gap: Limited attention has been given to the comprehensive operation of planning, organizing, actuating, and controlling within PUTM’s learning management. Aims: This study analyzes the implementation of POAC functions in PUTM learning management. Results: A qualitative field study shows dynamic hybrid management: planning integrates Tarjih and partner-university curricula; organizing combines hierarchical and collaborative structures; implementation integrates sorogan, participatory andragogy, and structured muraja’ah; and controlling assesses cognitive, affective, and spiritual dimensions. Novelty: The study presents PUTM as a hybrid management model balancing classical Islamic scholarship and modern educational management. Implications: Standardized planning, adaptive organization, structured learning, multidimensional evaluation, and continuous improvement support the management of ulama cadre education. Key Findings Highlights The integrative curriculum combines the Tarjih curriculum, partner universities, and boarding school education within a single framework for leadership development. The collaborative structure divides institutional functions among the Mudir, deputy Mudir, academic staff, mentors, and supervisors. Hybrid learning combines the sorogan method, participatory andragogy, and structured muraja’ah with cognitive, affective, and spiritual assessments. Keywords : POAC, Learning Management, Ulama Cadre Education, Muhammadiyah Tarjih Ulama Education, Integrative Curriculum]]>
