<![CDATA[This study aims to analyze the management of integrative curriculum development for Islamic Religious Education and Natural Sciences (IPA) in supporting the strengthening of the Pancasila Student Profile in the Society 5.0 era. The study is motivated by the continuing dichotomy between Islamic Religious Education and science, which has hindered the optimal integration of spiritual values, critical-thinking skills, and learners' character development. This study employed a qualitative approach with a case study design at SMP Muhammadiyah Bitung, North Sulawesi. The participants comprised 16 individuals: one principal, one vice principal for curriculum affairs, two Islamic Religious Education teachers, two science teachers, and ten eighth-grade students selected purposively. Data were collected through interviews, observation, and documentation and analyzed using the interactive model of Miles and Huberman. The findings show that integrative curriculum development was implemented through curriculum planning, organization, implementation, and evaluation by integrating a scientific-religious approach, teacher collaboration, project-based learning, and connections between qauliyah and kauniyah verses. From the participants' perspectives, the curriculum implementation supported the strengthening of the Pancasila Student Profile and had the potential to contribute to the development of students' faith, critical thinking, creativity, environmental awareness, and scientific ethics. The findings have implications for the development of integrative curriculum management in Islamic schools. However, because the study was conducted in a single school, the findings are contextual and are not intended to be generalized. This study offers a curriculum development management perspective that connects Islamic Religious Education, science, and the strengthening of the Pancasila Student Profile within the educational context of Society 5.0.]]>
