<![CDATA[Primary education is expected to prepare learners for global challenges that demand critical thinking skills and English language proficiency, and one of the responses is the adoption of an international curriculum. This study aims to analyze the implementation of the Cambridge Curriculum at SDII Al Abidin Karanganyar in improving learning quality. A descriptive qualitative design was employed, with the principal, the vice principal for curriculum, teachers, and students as informants. Data were collected through observation, in-depth interviews, and documentation, validated through source and technique triangulation, and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The results show that curriculum implementation proceeded through three stages. In the planning stage, teachers systematically prepared learning administration based on the Cambridge framework. In the implementation stage, learning applied a student-centered approach with English as the medium of instruction, interactive methods, and the integration of Islamic values as part of character education. In the evaluation stage, assessment combined daily tests, mid- and end-of-semester summative assessments (PSTS and PSAS), the Al Abidin Progression Test (APT), and speaking and listening tests. The implementation improved students' critical thinking, communication skills, and learning engagement, although English comprehension in science content and mathematical word problems remained a challenge. This study contributes to the development of international curriculum implementation grounded in Islamic values and character education in primary education.]]>
