Manajemen Kurikulum Integrasi Madrasah Dan Pesantren Di Pesantren Ar-Risalah Aceh Jaya

Abstract

Islamic boarding schools (pesantren) have always played a significant role in society. Many experts argue that Islamic boarding schools cannot survive as long as traditional educational institutions because their curricula cannot keep up with modern developments. However, the reality seems different. Islamic boarding schools continue to develop rapidly, especially if the pesantren curriculum can be integrated with a modern curriculum. This is evidenced by the existence of Islamic boarding schools such as the Ar-Risalah Islamic Boarding School in Aceh Jaya, which can integrate madrasah and pesantren curricula. Ar-Risalah Islamic Boarding School has successfully incorporated an integrated curriculum into the learning process. This study aims to examine the management of the integrated madrasah and pesantren curriculum, including the planning of the integrated madrasah and pesantren curriculum, the implementation of the integrated curriculum in the pesantren, and how to evaluate the integrated curriculum in the pesantren. This study used a qualitative method with a case study approach. Data collection techniques included in-depth interviews, participant observation, and documentation. Data sources included primary data from the principal and teachers, as well as secondary data from relevant school documents. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion drawing. The results of the study indicate that the planning of the madrasah integration curriculum at the Ar-Risalah Aceh Jaya Islamic Boarding School is in two scopes, namely structural work integration planning and learning integration planning. 2) The implementation process shows the development of an integration pattern that is divided into two models, namely the fragmented and shared models. The fragmented model reflects the hierarchical culture of the Islamic boarding school, while the shared model involves learning and scientific discipline. 3) Evaluation of the integration curriculum is carried out on the structural work of the curriculum and its learning process. This evaluation does not only focus on the product, but also on the input-output and process, with an initial emphasis on the performance results and reports prepared by the Islamic boarding school administrators.