Tahfidz-Based Curriculum Management and Islamic Character Education at PKBM Madina Islamic Premier School Yogyakarta

This study examines how curriculum management integrates Qur’anic memorization (tahfidz), Islamic character education, and the national curriculum at PKBM Madina Islamic Premier School Yogyakarta. Using a descriptive qualitative approach, data were gathered through semi-structured interviews, participant observation, and document analysis. The analysis followed the interactive model of data condensation, data display, and conclusion drawing and verification, supported by source and method triangulation and member checking. The findings show that curriculum planning connects institutional Islamic educational values with national equivalency standards. Curriculum organization involves the PKBM head, tahfidz coordinator, tutors, and school committee, with WhatsApp used for coordination. Tahfidz learning combines the Talqin-Talaqqi approach with the Sabaq-Sabqi-Manzil system to support new memorization and review. Islamic character education is embedded in daily routines, including congregational prayer, supplication, charity, and the practice of Islamic manners. Evaluation covers academic learning, memorization progress, and character-related behavior through formative and summative assessment, muroja’ah, observation, teacher evaluation, and parent communication. A key organizational limitation identified in the manuscript is the absence of a dedicated curriculum development team, which may make curriculum improvement dependent on institutional leaders and individual tutors. The study documents integrated curriculum management in non-formal Islamic education but does not establish causal or quantitative effectiveness.