KURIKULUM PAI BERBASIS INTEGRASI KURIKULUM MADRASAH DAN PESANTREN

Rasyid Alwani, NIM.: 21204012019 (2023) KURIKULUM PAI BERBASIS INTEGRASI KURIKULUM MADRASAH DAN PESANTREN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to determine the integration-based PAI curriculum between Islamic boarding schools and madrasah. Integration-based curriculum has its own peculiarities in each educational institution that implements it. It is not uncommon for an integration-based curriculum to raise the issue of how to conceptualize the many subjects provided in various methods. Therefore, it is necessary to analyze the integration curriculum that is made and a description of the implementation of all components in the pesantren and madrasah education system so that integration can be carried out effectively. This research was conducted in two madrasah institutions, MA Nurul Ummah Kotagede Yogyakarta and MA Mu'allimin Muhammadiyah Yogyakarta. The research was conducted using a qualitative method with a comparative study approach. Data were obtained through interviews, document reviews and observations to informants determined using purposive sampling techniques. The data analysis used was the Miles Huberman model through the process of data condensation, data presentation, and conclusions/verification. The data validity test uses in-depth observation techniques and data triangulation in the form of source and method triangulation. The results of this study show: 1) the background of the integration of the pesantren and madrasah education system at MA Nurul Ummah Kotagede is the compaction of class hours in religious subjects and managerial optimization into one unit. As for MA Mu’allimin, the background is the urge to participate in national education under the Ministry of Religious Affairs and the compaction of learning hours. 2) The curriculum integration model at MA Nurul Ummah in the 2023/2024 school year is a fragmented curriculum in one discipline and for cross-disciplines classified as a squenced model, while at MA Mu’allimin Muhammadiyah Yogyakarta is included in the category of nested curriculum models for integration in the same discipline, and for integration across disciplines including integrated curriculum. 3) The similarities in the SKL and Content Standards develop student graduates who have qualified religious knowledge, while the difference is more in the process standards where MA Nurul Ummah uses more classical methods in Islamic Religious Education learning and MA

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