<![CDATA[This study examines curriculum development as a continuous process involving planning, implementation, and evaluation to ensure education remains relevant to students’ needs and global demands. The objective is to analyze four key aspects: the definition of curriculum development, its models, procedures, and implementation in Indonesia. Using a qualitative method with a library research approach, data were obtained from books, journals, and scientific articles, then analyzed through content analysis to identify themes and findings. The results show that curriculum development is both conceptual and practical, requiring participation from various stakeholders. Models such as administrative, grass-roots, and competency-based approaches highlig ht that no single model fits all contexts. Instead, curriculum development must adapt to social and cultural realities. In Indonesia, implementation has been dynamic, reflected in curriculum reforms from KBK 2004 to Merdeka Belajar 2020. The study recommends enhancing teacher competence, ensuring equitable facilities, and maintaining consistent policies.]]>
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