<![CDATA[The transformation of madrasah education in Indonesia requires synergy among curriculum autonomy guidelines, deeper cognitive understanding, the strengthening of humanistic character, and technological adaptation. The latest policies of the Ministry of Religious Affairs, particularly KMA No. 450/2024 concerning the Madrasah Operational Curriculum (Kurikulum Operasional Madrasah/KOM), Decree of the Director General of Islamic Education No. 6077/2025 concerning the Love-Based Curriculum (Kurikulum Berbasis Cinta/Pancacinta), and the Madrasah Digital Learning (MDL) initiative, require madrasahs to integrate all of these elements.This study aims to evaluate the implementation of KOM in supporting Science (IPA) learning based on Deep Learning, Pancacinta, and Madrasah Digital Learning at MTs Ma'arif Fatahillah Sindang Anom, as well as to formulate an integrated policy model. The study employs a policy analysis design combined with a qualitative case study using the CIPP Evaluation Model (Context, Input, Process, and Product) and Policy Implementation Analysis. Data were collected through observations, in-depth interviews, document analysis, and Focus Group Discussions (FGDs), and were subsequently analyzed using the data condensation model developed by Miles, Huberman, and Saldaña.The implementation of KOM has adopted the fundamental framework of KMA No. 450/2024. However, at the process stage, the integration of Deep Learning has not yet been implemented evenly due to variations in teachers' pedagogical competencies. The Pancacinta values have been effectively incorporated through social and environmental projects within Science learning, while the implementation of MDL has only reached the basic substitution stage of the SAMR model through the Smart Class program. The findings reveal a gap between the ideal regulatory framework established at the national level and the readiness of infrastructure and human resources at the madrasah level.The harmonization of KOM, Deep Learning, Pancacinta, and Madrasah Digital Learning policies has a positive impact on meaningful and character-oriented Science learning experiences, although systematic institutional support remains necessary. As its novelty, this study proposes an Integrated KOM Policy Framework as a reference model for policymakers and educational practitioners in developing an adaptive, humanistic, technology-integrated, and contextually relevant madrasah education system.]]>
Copyrights © 2026
