<![CDATA[Curriculum reform requires Islamic educational institutions to possess adaptive capacity to respond sustainably to changes in education policy. However, many *madrasahs* (Islamic schools) still face challenges regarding curriculum comprehension, the development of instructional materials, professional collaboration, and internal mentoring mechanisms. This community service initiative aims to strengthen the adaptive capacity of *madrasahs* through community engagement-based mentoring at MA Al-Amiriyyah, Blokagung. A qualitative approach with a case study design was employed, comprising stages of needs analysis, collaborative planning, workshops, implementation mentoring, reflection, and evaluation. Data were gathered through observation, interviews, focus group discussions (FGDs), and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The results indicate improved teacher understanding of curriculum implementation, more systematic preparation of instructional materials, a strengthened collaborative culture, and enhanced institutional readiness to navigate change. The initiative produced the Adaptive Community Engagement Model (ACEM)—a mentoring framework integrating participation, collaboration, and organizational learning—to support the transformation of Islamic educational institutions into adaptive and sustainable entities.]]>
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