The educational curriculum is an educational resource that is very impactful in realizing the process of developing the potential quality of students. This study discusses in depth the self-learning curriculum program based on the self-learning curriculum in educational units. The self-learning curriculum program is urgently needed in educational units, so the purpose of this research is to describe the programs that exist in SMP Tamansiswa Kota Batu as an independent learning curriculum implementing institution. The method used in this research is a qualitative field study method by collecting data from observations, interviews, and documentation related to the self-learning curriculum program at Tamansiswa Middle School, Batu City. Researchers use data analysis techniques to collect data, reduce data, present data, and draw conclusions. In addition, as a method of checking the validity of the data, researchers used technical triangulation and data triangulation. Based on this research, it is known that the self-learning curriculum program at SMP Tamansiswa Kota Batu is divided into three areas, namely intra-curricular programs, project programs to strengthen Pancasila student profiles, and extracurricular programs. These programs are made to train and develop the character and talents of students in self-learning curriculum-based schools.

Abrar, Sunarto, dan Thoifah. (2021). Pengaruh 4 Program Keagamaan Terhadap Akhlak Peserta Didik di SMP Muhammadiyah 8 Batu. Al-Tadzkiyah, 85-93.

Aditya & Fathin. (2022). Data Primer dan Data Sekunder Penelitian. Jurnal Kewarganegaraan Vol. 6 No. 3, 5387-5393.

Ardiansyah, A. (2020). Pelatihan Merancang dan Mengembangkan Multimedia Pembelajaran untuk Guru di SD Negeri Bajangan Kabupaten Pasuruan. Amalee : Indonesian Journal of Community and Engagement, 125-137.

Darmalaksana, W. (2020). Metode Penelitian Kualitatif Studi Pustaka dan Studi Lapangan. Pre-print Digital Library, 1-6.

Dina, Sulistiani, dan Rufi'at. (2022). Analisis Kompetensi Pedagogik Guru Madrasah Ibtidaiyah dalam Pembelajaran Daring pada Masa Pandemi Covid-19. MADRASAH : Jurnal Pendidikan dan Pembelajaran Dasar, 23-35.

Dini, Aji, Hasana, dan Arifin. (2022). Profil Pelajar Pancasila sebagai Upaya Mewujudkan Karakter Bangsa. Edumaspul, 1224-1238.

Kemdikbudristek. (2020). Permendikbuk No 22 Tahun 2020 tentang Rencana Strategis Kementrian Pendidikan Dan Kebudayaan. Jakarta: Kemdikbud.

Kesuma, D. (2011). Pendidikan Karakter. Bandung: PT Remaja Rosdakarya.

Linda, Pitoewas, dan Halim. (2018). Peran Kepustakaan Sekolah dalam Mendukung Kegiatan Intrakurikuler di SMPN 2 Kotagajah Kabupaten Lampung Tengah Tahun Pelajaran 2018/2019.

Mulyani, E. S. (2021). Pembiasaan shalat dhuha untuk meningkatkan disiplin belajar siswa. Qathruna, 1-20.

Nurliyah, Bisri, dan Hartati. (2017). Penerapan Nilai-Nilai Karakter Melalui Program Intrakurikuler dan Ekstrakurikuler. Didaktika Tauhidi, 59-74.

Ritonga, M. (2018). Politik dan Dinamika Kebijakan Perubahan Kurikulum Pendidikan di Indonesia Hingga Masa Reformasi. Jurnal Ilmiah Guru Pendidikan Dasar : STKIP Bina Bangsa Meulaboh.

Rizmania, Ardiansyah, dan Dina. (2022). Upaya Internalisasi Nilai-Nilai PAI Pada Peserta Didik Melalui Program Unggulan Sekolah. VICRATINA, 15-27.

Roziqin, Z. (2019). Moral Pendidikan di Era Global, Pergeseran Pola Interaksi Guru. Murid di Era Global.

Suprayogo, I. (2018). Pengembangan Pendidikan Karakter. Bandung: Puripustaka.

Surahman, D. (2022). Analisis Kebijakan Program Ekstrakurikuler Pramuka Pada Kurikulum Merdeka terhadap Sikap Cinta Tanah Air Peserta Didik. Jurnal Perspektif Pendidikan dan Keguruan Vol.13 No. 2 , 8-16.

Surahmat, dkk. (2013). Model Pendidikan Karakter Universitas Islam Malang. Tanggerang Selatan: Nirmana Media.

Zakiyatul. (2022). Implementasi Keterampilan Abad 21 Berorientasi Kurikulum Merdeka. UINSA, 50-61.