<![CDATA[This study aims to analyze the implementation of curriculum development at SD Khadijah Surabaya through the integration of the Merdeka Curriculum, Cambridge Curriculum, and Qur'anic Curriculum. The study employed a descriptive qualitative approach involving the principal, vice principal for curriculum affairs, teachers, and students as research participants. Data were collected through interviews, observations, documentation, and literature review, and were analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing. The findings revealed that curriculum implementation was carried out through three main stages: planning, implementation, and evaluation. In the planning stage, teachers developed learning plans by adapting Cambridge standards to the national curriculum and students’ needs. In the implementation stage, learning activities applied active learning approaches, various instructional media, and Cambridge textbooks that promoted critical thinking, problem-solving skills, and English proficiency. Evaluation was conducted through both national and international assessments, including Mid-Semester Assessment (PTS), Final Semester Assessment (PAS), Cambridge Progression Test (CPT), and Checkpoint. Furthermore, curriculum development was strengthened through tahfidz and full-day school programs aimed at fostering students’ religious character. The findings indicate that the integration of national, international, and religious curricula effectively supports the development of students who are academically excellent, globally competitive, and possess strong Islamic values.]]>
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