Post-covid-19, various aspects of life have been affected, especially the use of the curriculum in early childhood education. The curriculum is an important part of education and requires innovation and development in accordance with the demands of the times. This study aims to determine the implementation of the integrative thematic-based 2013 curriculum in the Al-Ittifaqiah Indralaya Islamic Kindergarten post-covid-19. This research is descriptive qualitative research. The data collection technique was carried out through several techniques, namely observation, interviews, and documentation. Data analysis was performed using the Miles and Huberman approach. Analysis of the data through the stages of data collection, data reduction, and drawing conclusions. The results of the study show that learning is carried out with a comprehensive learning system with the selection of group class management. The successful implementation of this integrative thematic curriculum is seen in terms of the planning and implementation of learning carried out at the Islamic Kindergarten al-Ittifaqiah Indralaya. These successes include increasing children's motivation, increasing children's development, and evaluating the learning carried out. Not only that, through the implementation of the 2013 curriculum on an integrative thematic basis, teachers are more active and more creative in developing various fun learning experiences for early childhood.

This study describes the analysis of the evaluation of the CIPP model (context, input, process, and product) in the KIBAR guidance program in learning to read and write the Al-Qur’an at SD Muhammadiyah Condongcatur Yogyakarta during the covid-19 period. Using qualitative descriptive-analytical approach. The data in this study were obtained from interviews, observations, and documentation. The data were analyzed in three stages, namely data collection, data reduction, data presentation, and conclusion. The primary data are the Principal, Teachers, and Students. The results showed that the CIPP evaluation model was carried out in a way, first, at the context stage, an problems analysis that occurred related to students' ability to read and write the Al-Qur’an. Second, at the input stage, a study was conducted on the obstacles and factors causing the low ability to read and write the Al-Qur’an and apply the KIBAR method as a solution. Third, at the process stage, an analysis of the effectiveness of the KIBAR program which is conceptualy considered well but there are obstacles. During covid-19, teachers had hardship teaching because they did not meet face-to-face. Fourth, at the product evaluation stage, an assessment of the success of the KIBAR Program is carried out which in general is quite good. However, there are still deficiencies in the activeness and seriousness of some students due to online learning. The deficiencies that occur are evaluated and become the material for continuous improvement of the KIBAR program. Through the evaluation of the CIPP model, the KIBAR approach is regarded to be able to increase students' fluency in reading the Al-Qur’an but during the Covid-19 period, it is not as much as face-to-face learning.