<![CDATA[Islamic education is part of national education, so whenever the national curriculum is changed, Islamic education automatically follows the new curriculum. Many Muslims support curriculum reform for Islamic education as a whole because of the importance of curriculum development and education reform. The goal of national education is the result of a curriculum revolution that is relevant in the face of the times and science. This research aims to analyze the comparative curriculum development in LP Ma'arif and Ismuba curriculum. This research design uses a qualitative research type with a library research approach. To collect information, primary and secondary data sources are used. Primary sources refer to the curriculum issued by Nahdlatul Ulama and Muhammadiyah. Furthermore, secondary sources, namely from books, journal articles related to the subject matter. Meanwhile, to analyze the data, the author uses Milles and Huberman's guidelines which include data collection, data reduction, and conclusion making. Based on the findings of this research include. Ma'arif NU educational institution with its own characteristics. Based on the basic foundation and set the objectives of curriculum development which will form the PAI curriculum structure with definitions, objectives, methodology, content and evaluation in accordance with the provisions of the local area and the demands of the times. Then the Ismuba curriculum is a critical aspect in creating quality education that is relevant to religious values. Ismuba as a manifestation of the distinctive characteristics of education in Muhammadiyah institutions. Ismuba is not just an abbreviation, but reflects a commitment to formulating a curriculum that integrates Islamic values, Muhammadiyah, and language as a holistic unit. This curriculum is designed to build strong character, good ethics, and language skills that support the development of students in a global context.]]>
