<![CDATA[This research focuses on the learning management system of formal Islamic boarding schools, by specifically examining how planning, organizing, mobilizing, and controlling learning are carried out at SMP Darul Ulum Sumberwringin, Jember, as an institution that integrates the national curriculum with the Islamic boarding school system in the 2025/2026-2026/2027 Academic Year. The research uses a qualitative approach with a case study design, with data collected through in-depth interviews with ten purposively selected informants, passive participatory observation, and documentation studies of official institutional documents (Education Unit Curriculum, Madrasah Diniyah Subject Schedule, and Student Code of Conduct), which are then analyzed using the interactive model of Miles and Huberman. The results of the study indicate that learning management at SMP Darul Ulum Sumberwringin runs through four interlocking managerial cycles, including integrated learning planning between formal and Islamic curriculum, institutional coordination across Islamic boarding school authority structures and school management, enforcement of rules as an instrument for fostering religious-based discipline, and comprehensive evaluation of learning outcomes encompassing academic and moral dimensions. These findings are read through the POAC (Planning, Organizing, Actuating, Controlling) theoretical framework, which emphasizes that the success of curriculum integration is not solely determined by the completeness of policy documents, but by the quality of interactions between parties who implement the policy. This study has practical implications for managers of other formal Islamic boarding school-based schools in designing similar coordination and development mechanisms, while also having theoretical implications by enriching the literature on Islamic education management through the perspective of students' subjective experiences which have so far been rarely revealed. ]]>
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