The Importance of Curriculum Analysis and Learning Evaluation in General Subjects at Al-Husna, Deli Serdang Regency, Academic Year 2025 - 2026

Abstract

This study aims to analyze curriculum implementation and mathematics learning evaluation at Al-Husna Private High School, Deli Serdang Regency, with particular emphasis on the integration of the national curriculum and the Islamic boarding school curriculum. This study employed a descriptive qualitative research approach. Data were collected through classroom observations, interviews, and document analysis involving mathematics teachers and school administrators. Data analysis consisted of data reduction, data display, and conclusion drawing, supported by triangulation to strengthen data credibility. The findings reveal four main aspects. First, curriculum implementation involves the integration of the Merdeka Curriculum and the pesantren curriculum, although the transition across grade levels requires further coordination. Second, mathematics learning media include textbooks, student worksheets, whiteboards, laptops, and projectors, but their utilization remains to be optimized. Third, mathematics teaching strategies are generally oriented toward learning objectives, while more varied and student-centered approaches need to be strengthened. Fourth, learning evaluation includes formative assessments, daily tests, mid-semester examinations, end-of-semester examinations, individual assignments, group assignments, and classroom-based assessments. This study highlights the importance of aligning curriculum implementation, instructional resources, teaching strategies, and assessment practices within an Islamic boarding school context. The findings provide practical insights for improving mathematics education through curriculum coordination, instructional innovation, and continuous evaluation.