<![CDATA[ENGLISH: Management of Islamic Education Curriculum Development at Madrasah Diniyah Takmiliyah AwaliyahObjective: This study aims to describe and empirically analyze the Islamic Education curriculum development management process at Madrasah Diniyah Takmiliyah Awaliyah (MDTA) KAT Curup Talang Rimbo Baru. Method: A qualitative approach was employed using in-depth interviews, observations, and document analysis. Informants included the madrasah principal, teachers, and foundation administrators. Results: The findings indicate that MDTA curriculum development aligns with Ministry of Religious Affairs policies and is autonomously adapted through the Diniyah Takmiliyah Communication Forum (FKDT). The curriculum is collaboratively designed with a strong emphasis on Islamic values, Qur'anic literacy, and character building. Curriculum management is conducted in a participatory manner with regular semester evaluations. Major constraints include limited funding, minimal government support, and human resource limitations. Conclusion: The management of Islamic Education curriculum development at MDTA functions effectively despite facing various resource limitations. Contribution: This study reinforces the curriculum management model for non-formal Islamic religious education. INDONESIA: Manajemen Pengembangan Kurikulum Pendidikan Islam di Madrasah Diniyah Takmiliyah AwaliyahTujuan: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis secara empiris proses manajemen pengembangan kurikulum Pendidikan Islam di Madrasah Diniyah Takmiliyah Awaliyah (MDTA) KAT Curup Talang Rimbo Baru. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan studi dokumentasi. Informan penelitian meliputi kepala madrasah, guru, dan pengurus yayasan. Hasil: Hasil penelitian menunjukkan bahwa pengembangan kurikulum MDTA mengacu pada kebijakan Kementerian Agama dan dikembangkan secara otonom melalui Forum Komunikasi Diniyah Takmiliyah (FKDT). Kurikulum disusun secara kolaboratif dengan penekanan pada nilai-nilai keislaman, kemampuan membaca Al-Qur’an, dan pembentukan akhlak. Pengelolaan kurikulum dilakukan secara partisipatif dengan evaluasi rutin setiap semester. Kendala utama meliputi keterbatasan pembiayaan, rendahnya perhatian pemerintah, dan keterbatasan sumber daya manusia. Kesimpulan: Manajemen pengembangan kurikulum Pendidikan Islam di MDTA telah berjalan cukup efektif meskipun menghadapi berbagai keterbatasan. Kontribusi: Penelitian ini memberikan penguatan pada model pengelolaan kurikulum pendidikan keagamaan Islam nonformal.]]>
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