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INTEGRASI KURIKURUM KEISLAMAN DENGAN NILAI-NILAI PESANTREN
The integration of the Islamic curriculum with Islamic boarding school values is a strategic issue in the development of Islamic education, especially in the modern era that demands a balance between religious science and contemporary competence. This study aims to explore the basic concept of integrating the Islamic curriculum with Islamic boarding school values, analyze its application, and assess its implications for the scientific development of students at the An Nur Institute of Qur'an Sciences Yogyakarta. This study uses descriptive qualitative research with case studies. This type of research is field research. The subjects of this research are the chairman of the foundation, the rector, the vice chancellor, the dean of the faculty, the ustadz both in the Islamic boarding school and the institute, especially those who have the authority to determine educational policies, as well as several representatives of IIQ An Nur students. The subject determination technique in this study uses the purposive sampling technique. The data collection techniques used are interviews, observations, and documentation. Meanwhile, the data analysis technique is implemented through three procedures, namely, data condensation, data presentation, and conclusion drawn. The validity of the data is verified through triangulation, namely credibility, transferability, dependability, and confirmability. The results of this study show that, first, the basic concept of integrating the Islamic curriculum with pesantren values is designed to combine formal education at the university level with pesantren traditions. Second, the values of the pesantren that are implemented are the basis for the formation of student character at IIQ An Nur Yogyakarta. Faith and piety to Allah SWT are the top priorities through activities such as memorization of the Qur'an (tahfīz) and the study of the yellow book. Third, the implementation of curriculum integration in the tri dharma at IIQ An Nur Yogyakarta, namely education and teaching, research, and community service. Fourth, the educational pattern at IIQ An Nur Yogyakarta has a unique educational pattern that combines the tradition of pesantren with formal education. The three main patterns of students, namely living in the cottage, not living in the cottage, and kalong students, reflect the flexibility of educational approaches that accommodate various student backgrounds. Fifth, the successes and challenges related to the integration of the Islamic curriculum with the values of Islamic boarding schools at IIQ An Nur Yogyakarta have succeeded in creating graduates who are not only academically intelligent but also religious and virtuous. The success of this integration can be seen from the improvement of the academic quality of pesantren-based, although there are still challenges in optimizing cooperation between formal education and pesantren.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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