<![CDATA[The transformation of 21st-century education necessitates curriculum management capable of integrating a deep learning approach to foster holistic learning in madrasahs. This study aimed to analyze the implementation of deep learning-based Islamic education curriculum management in fostering holistic learning at MI Al-Khairaat Mogolaing. The study employed a qualitative approach with a case study design. The research informants consisted of 10 participants, including the madrasah principal, vice principal for curriculum affairs, teachers, and students, selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. The findings showed that deep learning-based curriculum management had been implemented integratively through the planning, implementation, and evaluation stages of learning, with a focus on developing competencies, character, and Islamic values. This implementation was supported by madrasah leadership, teacher collaboration, and active student participation, although challenges remained, particularly limited teacher competence and learning facilities. The study concludes that deep learning functions not only as an instructional approach but also as a curriculum management paradigm that supports holistic learning in madrasahs.]]>
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