Penelitian ini bertujuan untuk mendeskripsikan manajemen kurikulum nasional yang terintegrasi dengan kurikulum Pearson Edexcel di SMP Sekolah Alam Insan Mulia Surabaya, yang meliputi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi kurikulum. Penelitian ini dilaksanakan dengan menggunakan metode deskriptif melalui pendekatan kualitatif dengan jenis evaluasi. Informan kunci adalah kepala sekolah, sedangkan informan pendukung meliputi wakil kepala sekolah bidang kurikulum, guru kurikulum nasional, dan guru kurikulum Pearson Edexcel. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumentasi. Uji keabsahan data menggunakan teknik kredibilitas (triangulasi sumber dan teknik), transferabilitas, dependabilitas, dan konfirmabilitas. Teknik analisis data menggunakan model Miles dan Huberman, yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) Perencanaan kurikulum dilakukan melalui sinkronisasi capaian pembelajaran Kurikulum Nasional dengan standar kompetensi Pearson Edexcel, penyusunan perangkat ajar terpadu, serta perumusan program berbasis pembelajaran mendalam; (2) Pengorganisasian kurikulum dilaksanakan melalui pembagian tugas guru, pembentukan tim kurikulum, serta koordinasi lintas mata pelajaran untuk menghindari tumpang tindih materi; (3) Pelaksanaan kurikulum dilakukan secara tematik, student-centered, berbasis proyek, dan mengintegrasikan nilai karakter, keterampilan abad ke-21, serta standar asesmen internasional; (4) Evaluasi kurikulum dilakukan melalui evaluasi hasil belajar siswa, rapat koordinasi rutin, serta refleksi dan perbaikan berkelanjutan terhadap perangkat ajar dan sistem pembelajaran. Integrasi kedua kurikulum tersebut berdampak pada peningkatan capaian literasi, numerasi, dan penguatan karakter siswa, meskipun masih menghadapi tantangan dalam sinkronisasi materi dan penguatan kolaborasi guru.

This study aims to describe the management of the National Curriculum integrated with the Pearson Edexcel Curriculum at SMP Sekolah Alam Insan Mulia Surabaya, which includes curriculum planning, organizing, implementation, and evaluation. This study was conducted using a descriptive method through a qualitative approach with an evaluative type. The key informant was the principal, while supporting informants included the vice principal of curriculum, national curriculum teachers, and Pearson Edexcel curriculum teachers. Data collection techniques were carried out through interviews, observations, and documentation studies. Data validity was tested using credibility techniques (source and technique triangulation), transferability, dependability, and confirmability. The data analysis technique employed the Miles and Huberman model, consisting of data condensation, data display, and conclusion drawing. The results of this study indicate that: (1) curriculum planning is conducted through the synchronization of National Curriculum learning outcomes with Pearson Edexcel competency standards, the development of integrated teaching modules, and the formulation of deep learning-based programs; (2) curriculum organizing is implemented through the distribution of teacher responsibilities, the establishment of a curriculum team, and cross-subject coordination to prevent content overlap; (3) curriculum implementation is carried out thematically, student-centered, project-based, and integrates character values, 21st-century skills, and international assessment standards; (4) curriculum evaluation is conducted through student learning outcome assessments, routine coordination meetings, and continuous reflection and improvement of teaching materials and learning systems. The integration of the two curricula contributes to the improvement of students’ literacy and numeracy achievement as well as character strengthening, although challenges remain in material synchronization and strengthening teacher collaboration.