<![CDATA[This study aims to describe and analyze the strategies implemented by the Head of Madrasah Aliyah Qismul Ali Medan in developing students' interests and talents through extracurricular activities, using the management functions of Planning, Organizing, Actuating, and Controlling (POAC) as its analytical framework. Developing non-academic potential is considered crucial given that every student possesses diverse intelligences (multiple intelligences) that require structured facilitation from educational institutions. This research employs a descriptive qualitative method, conducted at Madrasah Aliyah Qismul Ali on Jalan Ismailiyah Medan, selected purposively. Data were collected through in-depth interviews with the Head of Madrasah, the Vice Principal for Student Affairs, extracurricular coaches, and students, complemented by field observation and documentary study. Data analysis was carried out through data reduction, data display, and conclusion drawing, while data validity was tested through source and technique triangulation, prolonged engagement, and supervisory audit. The findings show that the Head of Madrasah's strategies include mapping students' interests and talents through diagnostic assessment at the beginning of the academic year, providing adequate facilities and infrastructure, appointing competent instructors alongside partnerships with external parties, providing regular motivation, creating a competitive climate through participation in local and national competitions, and conducting routine supervision of every activity unit. The specific findings reveal four local distinctions, namely the integration of Islamic values (the sibghah of Al-Washliyah) into all extracurricular activities, students' task commitment driven by sincerity and the blessing of knowledge, a hybrid leadership style combining modern managerial professionalism with pesantren charisma, and the positioning of extracurricular activities as a catalyst for balancing intelligences. Supporting factors include full backing from the foundation and high student enthusiasm, whereas the limiting factor is restricted time due to a demanding dual curriculum. Overall, the implemented strategy has successfully enhanced student achievement and strengthened the positive image of the madrasah within the community.]]>
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