<![CDATA[The Indonesian government's effort to improve educational quality through the Competency-Based Curriculum (KBK) faces critical challenges in madrasah settings, particularly in balancing national standards with Islamic values. This study investigates KBK implementation at Madrasah Aliyah Al-Ma'arif Kencong Jember, focusing on how the curriculum is operationalized in a pesantren-based environment. Using a qualitative case study with a phenomenological approach, data were collected through participatory observation, in-depth interviews, and documentary analysis, with informants selected via purposive sampling. The findings show that KBK was piloted in 2004/2005 and fully implemented by 2005/2006, with 70% of teachers preparing learning plans. However, supporting factors, such as strong commitment from school leadership and community participation, contrast with significant obstacles, including limited learning resources, overcrowded classrooms (45-50 students per class), and inadequate physical facilities. The study concludes that while KBK implementation is unique and integrates national syllabi with Islamic and pesantren values, financial and infrastructural limitations hinder optimal outcomes. Recommendations include increasing government funding, reducing class sizes, and providing continuous teacher training. Upaya pemerintah Indonesia dalam meningkatkan kualitas pendidikan melalui Kurikulum Berbasis Kompetensi (KBK) menghadapi tantangan krusial di lingkungan madrasah, terutama dalam menyeimbangkan standar nasional dengan nilai-nilai keislaman. Penelitian ini mengkaji implementasi KBK di Madrasah Aliyah Al-Ma'arif Kencong Jember, dengan fokus pada bagaimana kurikulum dioperasionalkan dalam lingkungan berbasis pesantren. Menggunakan metode kualitatif studi kasus dengan pendekatan fenomenologis, data dikumpulkan melalui observasi partisipan, wawancara mendalam, dan analisis dokumenter, dengan informan dipilih secara purposive sampling. Temuan menunjukkan bahwa KBK dirintis pada 2004/2005 dan dilaksanakan total pada 2005/2006, dengan 70% guru telah menyiapkan rencana pembelajaran. Namun, faktor pendukung seperti komitmen kuat pimpinan sekolah dan partisipasi masyarakat kontras dengan hambatan signifikan, termasuk terbatasnya sumber belajar, ruang kelas yang padat (45-50 siswa per kelas), dan fasilitas fisik yang tidak memadai. Penelitian menyimpulkan bahwa meskipun implementasi KBK bersifat unik dan memadukan silabi nasional dengan nilai pesantren, keterbatasan finansial dan infrastruktur menghambat hasil optimal. Rekomendasi meliputi peningkatan bantuan pemerintah, pengurangan jumlah siswa per kelas, dan pelatihan guru berkelanjutan.]]>
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