Implementasi Manajemen Kurikulum Kelas Program Khusus Di MTS Muhammadiyah Surakarta Dan MTSN 2 Surakarta

Success in the learning process in an educational institution cannot escape the curriculum. In this context, curriculum is central to the education process because it directs all forms of educational activity with a view to achieving the educational goals. Curriculum management will give out put and out comes expected on an educational institution. The quality process of education also requires quality curriculum. Because among the functions of the curriculum are to achieve the educational purposes. This research aims to find out the implementation of special program class curriculum management in MTs Muhammadiyah Surakarta and MTsN 2 Surakarta. The research conducted is qualitative field research using comparative approach. The subjects and objects of research are the head of madrasah, deputy principal of curriculum, teachers, activities/policies applied, and involving several related parties. Data collection is done by interviewing, observation, and extracting documentation. The results showed: (1) Implementation of curriculum management MTs Muhammadiyah Surakarta and MTsN 2 Surakarta has implemented the curriculum based on curriculum management theory, namely planning; consists of the formulation of the objectives and content of the curriculum, organizing, implementing, and evaluating. There are several notes in the implementation of the curriculum in the two madrasas. First, in the formulation of curriculum content there has not been a bring curriculum experts in making curriculum formulations. Second, there has been no re-education of teachers or special retraining of teachers when there are curriculum changes in pk classes. Note specifically for MTs Muhammadiyah Surakarta, there is no specific class corner to choose the field of science of interest. The content of the curriculum is the same as regular classes, the difference lies only in the addition of computer subjects, tahfizul quran, and outing classes. As for MTsN 2 Surakarta, the results of curriculum implementation are still far from the target results. This can be seen in a special class of religious programs, the target tahfizul quran two juz that can not be realized perfectly. (2) The five pillars of integrated quality management in the field of education shall be applied to this madrasah, namely; customer focus, full citizen engagement, product/service quality measurement and analysis, commitment, and continuous improvement. In the implementation of the plan cycle, do, check, action (PDCA), also applied to the two madrasahs, the difference lies in the management structure, if MTsN 2 Surakarta has a PK class coordinator, while MTs Muhammadiyah Surakarta directly under the head of madrasah and deputy head of curriculum section. Keywords: Implementation; Curriculum Management; Special Program Classe