MANAJEMEN STRATEGIK KEPALA MADRASAH DALAM PROGRAM TAHFIDZ JUZ ‘AMMA DI MI AL-KHOIRIYAH MELIKAN WONOLELO PLERET BANTULNIM.: 22104090057Naila Aniqotun Ni’mahauthorThe Juz “Amma memorisation programme is a flagship programme at Madrasah Ibtidaiyah that requires professional management in order to achieve optimal memorisation targets. MI Al-Khoiriyah Melikan faces managerial problems in the form of heterogeneity in students” memorisation abilities, limited learning time allocation, and the need for synchronisation between programme planning and implementation in the field. Without systematic strategic management, the achievement of memorisation targets has the potential to be suboptimal. This study aims to analyse the strategic management of the madrasah principal in the Juz 'Amma memorisation programme at MI Al-Khoiriyah Melikan, Wonolelo, Pleret, Bantul. The focus of the research includes the stages of strategy formulation, strategic implementation, strategic evaluation, as well as supporting and inhibiting factors in programme implementation. The results of this study are expected to contribute theoretically to the development of Islamic education management, particularly in the management of the tahfidz curriculum, and to serve as a practical reference for madrasah administrators in optimising flagship programmes. This study utilised a qualitative approach with a case study design. The research subjects included the head of the madrasah, tahfidz teachers, students, and parents. Data collection techniques included in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation and technique triangulation to ensure data validity and credibility. The results showed that the madrasah principal's strategic management was implemented in three stages. In the formulation stage, the madrasah principal set a minimum memorisation target of two juz through collaborative public testing of the curriculum. The implementation stage involved organising competent hafiz teachers, making muroja'ah a habit in the first hour, and implementing a no empty hour policy. The evaluation stage is carried out through periodic monitoring and semester reports, although systematic follow-up still needs to be improved. Supporting factors include the commitment of the madrasah principal, the competence of teachers with sanad, and parental support. Hindering factors include limited time allocation, heterogeneity of student abilities, and limited supporting facilities.371.2 Pendidikan - Manajemen2026-02-20UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis