@phdthesis{digilib72714,
           month = {July},
           title = {IMPLEMENTASI KURIKULUM BERBASIS PESANTREN DI SMP ISLAM DARUSSALAM KOTAGEDE YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21104090027 Arya Sholahudin Ahmad},
            year = {2025},
            note = {Muhammad Qowim, M.Ag.},
        keywords = {Kurikulum, Kurikulum Berbasis Pesantren, Pondok Pesantren},
             url = {https://digilib.uin-suka.ac.id/id/eprint/72714/},
        abstract = {This study is motivated by the suboptimal implementation of the pesantren-based curriculum, particularly in the development of its syllabus and instructional materials, which are still undergoing refinement. The study aims to describe the implementation of the pesantren-based curriculum, focusing on its planning, implementation (learning experiences and their organization), and evaluation.
A qualitative descriptive method was employed, with data gathered through in-depth interviews, observation, and document analysis. Data analysis followed Miles and Huberman?s interactive model, which includes data condensation, data display, and conclusion drawing/ verifying. The validity of the data was ensured through source and method triangulation, comparing information obtained from different techniques and sources.
The findings reveal that curriculum planning has established specific objectives aligned with Tyler?s theory, centering on the development of Qur?anic memorization and the comprehension of classical Islamic texts. Curriculum implementation revolves around learning experiences, beginning with the Ibda? preparatory program for students who have not yet mastered Qur?anic recitation. The tahfidz program emphasizes structured memorization through the ?nyangking? method, while the Kitab Kuning studies utilize the Al-Miftah Lil Ulum and sorogan approaches. The organization of learning experiences demonstrates continuity through the synergy of school, madrasah diniyah, and pesantren programs. This includes a gradual sequence from basic to higher levels, as well as the integration of knowledge. Evaluation is conducted regularly and systematically through diagnostic, formative, and summative assessments.}
}