STRATEGI PENINGKATAN MUTU PENDIDIKAN MELALUI PENERAPAN KURIKULUM CAMBRIDGE DI MADRASAH ALIYAH ISTIQLAL JAKARTA

Abstract

This study examines strategies for enhancing educational quality through the implementation of the Cambridge Curriculum at Madrasah Aliyah Istiqlal Jakarta. The research is motivated by the demands of educational globalisation, the need to master 21st-century competencies, and the scarcity of *madrasahs* (Islamic senior high schools) adopting international curricula. Strategically located in the capital city, Madrasah Aliyah Istiqlal seeks to integrate the Cambridge Curriculum while upholding Islamic values. The study focuses on three key areas: (1) the state of educational quality prior to the Cambridge Curriculum implementation, (2) implementation strategies for quality enhancement, and (3) factors supporting and hindering the implementation. A qualitative approach with a case study design was employed. Data were gathered through in-depth interviews, observations, and document analysis. Data analysis followed the Miles & Huberman interactive model, comprising data reduction, data display, and conclusion drawing. The findings indicate that prior to the Cambridge Curriculum implementation, the educational quality was relatively conventional, with limitations regarding English language proficiency, international-standard science education, and student critical thinking skills. Implementation strategies involved aligning the Cambridge syllabus with the national curriculum, conducting teacher training, procuring modern facilities, using English for specific subjects, and employing international-standard evaluations. Supporting factors included strong leadership, teacher commitment, parental support, a strategic location, and collaboration with international institutions. Hindering factors included limited funding, human resource readiness, and the challenge of adapting materials to align with the institution's Islamic vision. In conclusion, the implementation of the Cambridge Curriculum successfully enhanced educational quality at MA Istiqlal—particularly in terms of English proficiency, critical thinking skills, and global competitiveness—when supported by appropriate adaptation strategies, stakeholder support, and continuous evaluation.

Keywords: educational quality, Cambridge Curriculum, implementation strategy.