Abstract
The management of extracurricular activities is part of an educational strategy that is not only directed at achieving achievements, but also at developing the character, skills, and potential of students. This study aims to analyze the management of extracurricular programs at MAN 1 Jembrana Bali, including madrasa policies, program implementation, student achievement, character and competency development, and supporting and inhibiting factors based on the George C. Edward III policy implementation model. The study uses a descriptive qualitative approach with MAN 1 Jembrana as the research context. The main data sources are the MAN 1 Jembrana Profile in 2025, extracurricular program documents and guidelines, and information on student achievement supplemented by scientific literature and relevant regulations. Data were collected through documentation and literature studies, then analyzed through data reduction, data presentation, and drawing conclusions using four Edward III variables, namely communication, resources, disposition, and bureaucratic structure. Data validity was strengthened through source triangulation and cross-checking between documents. The results of the study indicate that extracurricular management forms a structured pattern and is oriented towards continuous development through clear communication, resource support, implementer commitment, and systematic task distribution and evaluation. This management relates to student achievement, character development, and competency development. Obstacles identified include limited time, infrastructure, and budget. These findings imply the need for strengthened evaluation, equitable distribution of facilities, budget management, and inter-stakeholder coordination