Institutional Repository UIN Sunan Kalijaga YogyakartaMANAJEMEN INTEGRASI KURIKULUM NASIONAL DAN KURIKULUM SALAF BERBASIS PESANTREN DALAM PENGUATAN KETERAMPILAN ABAD 21 PESERTA DIDIK DI MTs UNGGULAN MINHAJUT THOLABAH PURBALINGGANIM.: 24204091020Muh Nur FuadiauthorThe 21st century has brought urgent demands for Islamic educational institutions based on pesantren (Islamic boarding schools) to comprehensively integrate the national curriculum with the salaf curriculum, in order to address the need for strengthening students' 21st-century skills without compromising the Islamic identity rooted in classical scholarly traditions. However, the implementation of this integration in practice still faces various challenges, ranging from the limited number of teachers with integrative competencies and an imbalanced curriculum load, to management and evaluation systems that remain largely informal and have not been systematically documented. These conditions underlie the importance of conducting an in-depth study on the management of curriculum integration. This study employed a descriptive qualitative approach conducted at MTs Unggulan Minhajut Tholabah, Purbalingga. Data were collected through participatory observation, semi-structured interviews, and documentation studies involving the head of the madrasah, the deputy head of curriculum, teachers, and students. Data validity was ensured through source and method triangulation as well as member checking. Data analysis employed the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings reveal three main points. First, the management of the integration of the national and salaf curricula is implemented through planning, organizing, implementation, and supervision, with a selective integration pattern based on the characteristics of each curriculum. The national curriculum serves as the formal framework and main reference for general subjects, while the salaf curriculum serves as the substantive reference for religious subjects without merging their respective characteristics. Second, the contribution of curriculum integration to 21st-century skills is reflected in learning experiences that provide opportunities for critical thinking, creativity, communication, and collaboration. The salaf curriculum contributes through bahsul masa’il, musyawarah, sorogan, and pesantren scholarly traditions, while general learning contributes through discussions, group work, project-based learning, and active learning strategies. Third, the key to successful integration is identified in managerial synergy through centralized curriculum coordination, an evaluation culture, block learning, and the One Student, One Achievement program.371.2 Pendidikan - Manajemen2026-08-18UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis

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