@phdthesis{UNY89919,
            year = {2025},
          author = {Agus Wibawanta},
           title = {Peran Kepala Madrasah dalam Mengelola Perubahan Kurikulum yang Efektif di MIT Al-Husna Bayat Dan MITQ Al-Manar Trucuk Kabupaten Klaten},
          school = {Fakultas Ilmu Pendidikan},
        keywords = {Peran manajerial kepala madrasah, perubahan kurikulum, Kurikulum
Merdeka},
        abstract = {The study aims to: (1) identify curriculum changes and examine the
managerial role of madrasah principals in managing those changes at MIT Al-
Husna Bayat; (2) investigate curriculum changes and examine the managerial role
of madrasah principals in managing those changes at MITQ Al-Manar Trucuk; and
(3) examine effective patterns of managerial roles performed by madrasah
principals in overseeing curriculum changes at both MIT Al-Husna Bayat and
MITQ Al-Manar Trucuk.
The research employed a qualitative case study approach. The participants
included madrasah principals and teachers. Data collection techniques and
instruments comprised interviews, observations, and document analysis. Data were
analyzed using the Miles and Huberman model, which involved the following steps:
data collection, data reduction, data display, and conclusion drawing.
The study results show that: (1) curriculum changes in both madrasahs
proceed through systematic and contextual stages, beginning with initial
evaluation, collaborative planning, teacher training, gradual implementation, and
ongoing assessment. This process reflects a planned, participatory, and reflective
approach aligned with change management theory. Implementing curriculum
changes in both institutions demonstrates tendencies consistent with the ADKAR
and Lewin models. The observed changes reflect a transitional process, a gradual
shift from the old system to the new. However, elements of developmental and
transformational change are also present. A combination of modernist and
postmodernist approaches emerges in the curriculum implementation; (2)
madrasah principals played a crucial role in initiating, directing, organizing, and
evaluating curriculum changes. Managerial functions were carried out effectively,
showcasing visionary, collaborative, and adaptive leadership; and (3) effective
patterns of managerial roles in curriculum change management include: (a)
planning that is participatory, data-driven, realistic, and strategic; (b) organizing
that is clear, equitable, efficient, and delegation-oriented; (c) leadership that is
visionary, motivational, communicative, and humanistic; (d) supervision that is
reflective, data-based, supportive, and focused on teachers? professional
development; and (e) collaboration and networking that involve building internal
and external partnerships and being open to external resources.},
             url = {http://eprints.uny.ac.id/89919/}
}