The IQF has a function as a minimum frame of reference that serves as a measure, recognition of the educational attainment being carried out. The curriculum determines the range of competencies to be achieved from an educational/learning process, although it is not the only determinant, given the many supporting conditions that need attention. The aim of the study is to obtain an overview of the management of the Islamic religious education curriculum based on the Indonesian National Qualifications Framework in increasing the competency of graduates in higher education. The research method is a case study, as well as data collection techniques through interviews, documentation and observation. The foundation of curriculum theory, from Sukmadinata, the results of this study confirm that in management theory, as a good learning planning system, the curriculum must include four things. First, the final results of education that students must achieve (output), and are formulated as graduate competencies. Second, the content of the material to be taught and studied by students (content standards), in an effort to form the desired graduate competencies. Third, the implementation of learning (process), including learning methodology as part of the standard process, so that the three competencies desired in students are formed. Fourth,
evaluate the suitability of the process and the achievement of learning objectives that are applied as early as possible to ensure that inputs, processes and outputs are according to plan. Conclusion STAI Yamisa and STAI Darul Falah implement an IQF-based curriculum, namely: formulation of curriculum objectives, identification of curriculum sources, curriculum organization and structure, learning strategies and methods, development of professional capabilities, scheduling of lecture activities, supporting elements, coaching systems, process evaluation curriculum. Value of Novelty: Hypothetical Model of Curriculum Management for Bachelor of Islamic Education Study Program