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Peran Kepala Madrasah dalam Mengelola Perubahan Kurikulum yang Efektif di MIT Al-Husna Bayat Dan MITQ Al-Manar Trucuk Kabupaten Klaten
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.
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Peran Kepala Madrasah dalam Mengelola Perubahan Kurikulum yang Efektif di MIT Al-Husna Bayat Dan MITQ Al-Manar Trucuk Kabupaten Klaten (Text)
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