<![CDATA[ABSTRACT Curriculum management at the school level needs to be continuously adjusted to respond to students’ needs, teacher readiness, and the dynamics of educational development. This study aims to analyze the process of needs-based curriculum management restructuring and the changes identified in curriculum management and learning practices at SD Hj. Isriati Baiturrahman 2 Semarang. The study employed a qualitative approach with a case study method. Data were collected through in-depth interviews, observations, and documentation involving the principal, vice principal for curriculum affairs, Curriculum Development Team, teachers, and educational staff. Data analysis was conducted through data condensation, data presentation, and conclusion drawing and verification. The findings indicate that curriculum restructuring was implemented through several stages, namely needs identification, curriculum design, implementation, monitoring, evaluation, and follow-up improvement. Needs analysis served as the basis for adjusting learning objectives, teaching materials, learning strategies, and assessment to the school’s conditions. The identified changes included strengthened curriculum management coordination, improved teacher readiness, greater learning relevance, and increased student engagement. The process was supported by collaboration among school members, school leadership, and teacher competency development, while the main challenges involved adaptation and adjustment of learning materials. These findings indicate that needs analysis can serve as a foundation for developing adaptive and contextual curriculum management. ABSTRAK Pengelolaan kurikulum di tingkat sekolah perlu terus disesuaikan agar mampu merespons kebutuhan peserta didik, kesiapan guru, serta dinamika perkembangan pendidikan. Penelitian ini bertujuan menganalisis proses restrukturisasi manajemen kurikulum berbasis analisis kebutuhan dan perubahan yang teridentifikasi dalam pengelolaan pembelajaran di SD Hj. Isriati Baiturrahman 2 Semarang. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, Tim Pengembang Kurikulum, guru, dan tenaga kependidikan. Analisis data dilakukan melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa restrukturisasi berlangsung melalui tahapan identifikasi kebutuhan, perancangan kurikulum, implementasi, monitoring, evaluasi, dan tindak lanjut perbaikan. Analisis kebutuhan menjadi pijakan dalam menyesuaikan tujuan pembelajaran, perangkat ajar, strategi pembelajaran, dan asesmen dengan kondisi sekolah. Perubahan yang teridentifikasi meliputi penguatan koordinasi pengelolaan kurikulum, kesiapan guru, relevansi pembelajaran, dan keterlibatan peserta didik. Proses tersebut didukung kolaborasi warga sekolah, kepemimpinan kepala sekolah, dan pengembangan kompetensi guru, sementara hambatan terutama berkaitan dengan adaptasi serta penyesuaian perangkat pembelajaran. Temuan ini menegaskan bahwa analisis kebutuhan dapat menjadi landasan pengelolaan kurikulum yang adaptif dan kontekstual.]]>
