<![CDATA[ABSTRACT The need to align the curriculum with regional potential and the actual needs of society and the world of work highlights the strategic role of Principals of Sekolah Penggerak in developing relevant curricula. This study aimed to describe the principal’s understanding, steps, and role in developing a relevant curriculum at SMAN 2 Sumbawa Besar. This study employed a descriptive qualitative approach, with data collected through in-depth interviews, direct observation, and document review. The research subjects included the principal, vice principal for curriculum affairs, and teacher representatives. The findings showed that curriculum development was carried out through reviewing educational regulations and student learning outcomes, identifying school conditions and local potential, involving teachers and stakeholders, developing and implementing the curriculum, and conducting periodic evaluations. The agricultural, livestock, marine, and tourism potential of Sumbawa was integrated into learning and strengthened through partnerships with various stakeholders. The principal acted as an instructional leader who provided direction, coordinated school members, facilitated teacher competency development, and encouraged innovation. These findings indicate that participatory and collaborative leadership plays an important role in realizing a contextual curriculum that is relevant to the needs of the surrounding environment. ABSTRAK Kebutuhan penyelarasan kurikulum dengan potensi daerah serta kebutuhan nyata masyarakat dan dunia kerja menuntut peran strategis Kepala Sekolah Penggerak dalam mengembangkan kurikulum yang relevan. Penelitian ini bertujuan mendeskripsikan pemahaman, langkah, serta peran Kepala Sekolah dalam mengembangkan kurikulum yang relevan di SMAN 2 Sumbawa Besar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui wawancara mendalam, observasi, dan penelaahan dokumen. Subjek penelitian meliputi Kepala Sekolah, Wakil Kepala Sekolah Bidang Kurikulum, dan perwakilan guru. Hasil penelitian menunjukkan bahwa pengembangan kurikulum dilakukan melalui penelaahan regulasi dan hasil belajar, identifikasi kondisi serta potensi lokal, pelibatan guru dan pemangku kepentingan, penyusunan dan implementasi kurikulum, serta evaluasi berkala. Potensi pertanian, peternakan, kelautan, dan pariwisata Sumbawa diintegrasikan dalam pembelajaran dan diperkuat melalui kemitraan dengan berbagai pihak. Kepala Sekolah berperan sebagai pemimpin pembelajaran yang mengarahkan, mengoordinasikan, memfasilitasi peningkatan kompetensi guru, dan mendorong inovasi. Temuan ini menunjukkan bahwa kepemimpinan yang partisipatif dan kolaboratif berperan penting dalam mewujudkan kurikulum yang kontekstual dan relevan dengan kebutuhan lingkungan.]]>
