@mastersthesis{digilib75459,
           month = {December},
           title = {MANAJEMEN KURIKULUM TERINTEGRASI AL-QURAN DAN SAINS DALAM PENINGKATAN MUTU LULUSAN (STUDI KASUS: SMA TRENSAINS TEBUIRENG JOMBANG)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 23204092050 Erik Junaedi},
            year = {2025},
            note = {Dr. H. Karwadi, S.Ag., M.Ag.},
        keywords = {Manajemen Kurikulum Terintegrasi, Al-Quran dan Sains, Mutu Lulusan, SMA Trensains Tebuireng, Islamisasi Ilmu Pengetahuan, Pesantren Sains},
             url = {https://digilib.uin-suka.ac.id/id/eprint/75459/},
        abstract = {This study aims to analyze the implementation of integrated Al-Quran and science curriculum management, identify its impact on graduate quality, and describe the supporting and inhibiting factors for the successful implementation of an integrated curriculum in producing graduates who excel academically with strong character and deep religious understanding.
his research uses a qualitative approach with a descriptive analytical case study type. The research subjects include the principal, the vice principal in charge of curriculum, four teachers, two active students, and two alumni selected through purposive sampling. Data collection techniques were carried out through participatory observation, semi-structured interviews, and documentation studies. Data validity was tested using source and method triangulation. Data analysis used the interactive model of Miles, Huberman, and Salda{\~n}a, which included data condensation, data presentation, and conclusion drawing.
The results of the study show that: 1) The implementation of integrated curriculum management is carried out systematically through four stages: Planning with an adaptive ?universal curriculum? concept that combines the national curriculum with the Muatan Kearifan Pesantren Sains (MPKPS) based on 800 verses of kauniyah, Organization through a layered structure with the recruitment of teachers with various qualifications (S1-S3) and continuous professional development programs via Training of Trainers (TOT), Implementation using 21st century learning methods (project-based learning, problem-based learning, inquiry learning) with a contextualization and technology integration approach, and Comprehensive evaluation through formative-summative assessment, periodic supervision, and alumni tracking. 2) The impact of the integrated curriculum implementation is manifested in five dimensions: increased understanding of science with a spiritual context that reinforces the concept of ?scholar scientists,? development of rational faith through scientific proof of verses on nature, strengthening of critical thinking skills equivalent to those at the university level, the formation of a balanced character between intellectual intelligence and spiritual maturity, and proud academic achievements with the acceptance of alumni in renowned universities at home and abroad. 3) Supporting factors include a clear vision and mission, visionary leadership, teacher commitment and competence, adequate facilities, a collaborative culture, and support from the foundation and initiators of Trensains. Meanwhile, the inhibiting factors include variations in teacher competence, limited time and standardized teaching materials, difficulties in finding the right intersection between the material and verses, sudden changes in the national curriculum policy, and student skepticism. This study concludes that the integrated management of the Quran and science curriculum has proven effective in producing graduates who excel academically with strong character and deep religious understanding, becoming a reference model for Islamic educational institutions in integrating Islamic values with modern science. However, its sustainability requires standardization of teaching materials, equal distribution of teacher competencies through continuous training, and consistent policy support from the government to strengthen the integrative curriculum systematically.}
}