<![CDATA[The implementation of the Integrated Islamic School Curriculum 5.0 requires schools to integrate Islamic values, character development, twenty-first-century competencies, and technology through effective school leadership. This study aims to analyze the formulation, implementation, and evaluation of the principal’s strategies, as well as the supporting and inhibiting factors affecting the implementation of the Integrated Islamic School Curriculum 5.0. This study employed a qualitative approach with a case study design. The informants consisted of the principal, the vice principal for curriculum affairs, representatives of the Foundation Education Board, and teachers. Data were collected through observations, in-depth interviews, and documentation and analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source, technique, and time triangulation. The findings indicate that strategy formulation involved needs analysis, program planning, teacher involvement, professional development, and collaboration with the Foundation Education Board. Strategy implementation was carried out through curriculum socialization, teacher development, learning activities aligned with the characteristics of the Integrated Islamic School Curriculum 5.0, academic supervision, and school-wide collaboration. Strategy evaluation involved supervision, learning monitoring, regular meetings, reflection, and continuous follow-up. Supporting factors included principal commitment, foundation support, teacher competence, a collaborative school culture, and adequate facilities and infrastructure, whereas inhibiting factors included differences in teachers’ levels of curriculum understanding, adaptation challenges, limited time, and the need for continuous mentoring. The findings imply that effective implementation of the Integrated Islamic School Curriculum 5.0 requires adaptive strategic management that strengthens collaboration, develops teacher competence, promotes continuous evaluation, and optimizes stakeholder support to achieve sustainable improvements in educational quality.]]>
