https://journal.ypidathu.or.id/index.php/ijen <p style="text-align: justify;"><strong>International Journal of Educational Narratives</strong> is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Learning and Education. The scope of International Journal of Educational Narratives is not only in the form of study, research, or development, but also book review on Learning and Education. But also focused on: Educational Philosophy, Citizenship Education, Educational Technology, Educational Psychology, Educational Guidance and Counseling, Educational Methodologies, Education Management, Science and Technology Education, Cross-cultural Education and the results of other studies on Discipline Education. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the International Journal of Educational Narratives follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.</p> Yayasan Pendidikan Islam Daarut Thufulah en-US International Journal of Educational Narratives 2988-1579 https://journal.ypidathu.or.id/index.php/ijen/article/view/2273 <p><strong>Background. </strong>In Muhammadiyah-based schools, the integration of Al-Islam and Kemuhammadiyahan (AIK) values is fundamental to educational development. However, systematic efforts to incorporate these values into quality management models are still limited. SMA Muhammadiyah Kalabahi in Alor presents a unique context for addressing this gap through an inclusive and value-based management approach.</p> <p><strong>Purpose.</strong> This study aims to develop and validate an educational quality management model grounded in Islamic and Muhammadiyah values to improve institutional effectiveness and value-based leadership in secondary education.</p> <p><strong>Method.</strong> The study was conducted over eighteen months using preliminary studies, document reviews, observations, internal and external validations. Data were collected through expert interviews and stakeholder involvement including educational experts, AIK scholars, school leaders, Muhammadiyah organization members, and parents.</p> <p><strong>Results. </strong>The developed model obtained a feasibility score of 70,3% and an effectiveness score of 78%, indicating strong potential for practical implementation in Muhammadiyah-based schools.</p> <p><strong>Conclusion</strong>. This model enhances both theoretical discourse and practical application of quality education rooted in Islamic values. It supports school leadership, AIK teacher development, and the formulation of structured AIK-based policies, encouraging engagement with Muhammadiyah’s ideological and educational mission.</p> <p> </p> Abdullah R.S. Irwan Prayitno Andry Priharta Copyright (c) 2025 Abdullah R. S, Irwan Prayitno, Andry Priharta http://creativecommons.org/licenses/by-sa/4.0/ 2025-06-18 2025-06-18 3 4 317 327 10.70177/ijen.v3i3.2273 https://journal.ypidathu.or.id/index.php/ijen/article/view/2282 <p><strong>Background</strong>. Curriculum management in political training (DIKLAT) plays a crucial role in sustaining ideological orientation and leadership regeneration within political parties. In the context of Islamic political parties in Indonesia, particularly Partai Keadilan Sejahtera (PKS), the curriculum must align with the mandates of the Party Law and Government Regulations to ensure consistent cadre development.</p> <p><strong>Purpose</strong>. This study aims to analyze the planning, implementation, and evaluation of the PKS political training curriculum. It further seeks to understand the implications of such a structured and tiered curriculum on cadre competency, ideological resilience, and leadership preparedness.</p> <p><strong>Method</strong>. A qualitative descriptive method was employed by analyzing official documents and conducting interviews with key organizational stakeholders responsible for political education within PKS. Data were interpreted through thematic content analysis.</p> <p><strong>Results</strong>. The findings show that PKS employs a structured curriculum through three main programs: coaching, training, and education. The implementation is conducted in stages—weekly and monthly—while evaluation follows a continuous monitoring and feedback model. This systematic approach supports the quality and sustainability of member development.</p> <p><strong>Conclusion</strong>. The structured and evaluative nature of the PKS curriculum reflects a strategic effort to maintain ideological integrity and leadership quality. Future improvements are suggested through optimizing coaching techniques, reinforcing practical training modules, adopting merit-based progression systems, and strengthening internal feedback mechanisms.</p> Kusnan Imran Copyright (c) 2025 Kusnan Imran http://creativecommons.org/licenses/by-sa/4.0/ 2025-06-19 2025-06-19 3 4 317 326 10.70177/ijen.v3i4.2282