TRANSFORMING THE ISLAMIC EDUCATION CURRICULUM THROUGH A DATA-DRIVEN MANAGEMENT APPROACH

Abstract

This study aims to examine the transformation of Islamic education curriculum through a data-driven management approach at MA Modern Sahid Bogor. In modern education, curriculum development must be based on accurate and relevant data rather than normative assumptions. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis involving school leaders, teachers, and curriculum staff. The findings show that data-based management supports adaptive and measurable curriculum planning, implementation, and evaluation. Both academic and non-academic data are utilized to identify student needs, design learning programs, and shape sustainable curriculum policies. This approach also promotes teacher participation and fosters a culture of continuous improvement. By integrating Islamic values, information technology, and modern management principles, curriculum practices become more relevant and effective. The study emphasizes the importance of data literacy among educators and the development of integrated information systems. The main contribution lies in offering a contextual model of data-driven curriculum management that can be replicated by other Islamic schools seeking evidence-based improvements.