<![CDATA[Integrating the national curriculum with pesantren (Islamic boarding school) traditions is a crucial effort to preserve the distinctiveness of Islamic education amidst demands for formal education standardization. While various studies have addressed the integration of pesantren and national curricula, research remains limited regarding the transformation of kitab (classical Islamic text) instruction shifting from a local tradition conducted outside formal hours to a structured component of the teaching and learning process and its direct linkage to Islamic Religious Education subjects in madrasahs. This study aims to: (1) describe the history and background of integrating pesantren tradition based instruction; (2) analyze the integration of the national curriculum and pesantren traditions, including the connections between the kitab used, regular subjects, teaching methods, and involved stakeholders; and (3) identify the contribution of pesantren tradition based instruction to regular learning and the formation of students' religious character. The study employs a qualitative case study approach at MTs Nuril Huda Tarub, Grobogan Regency. Data were gathered from the madrasah principal, the deputy principal for curriculum affairs, kitab instructors, and kiai (Islamic scholars) through in depth interviews, participant observation, and document analysis. Data were analyzed using a descriptive-interpretative method involving data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that pesantren tradition based instruction is rooted in the history of diniyah (religious) education that preceded the madrasah's establishment and has transformed from an activity held outside formal hours into an integral part of the teaching and learning structure. Substantive integration is evident in the use of Mabadiul Fiqhiyah to reinforce Fiqh (Islamic jurisprudence), Tahsinul Qur'an to support Al-Qur'an-Hadis studies, and Taisirul Khollaq to strengthen Akidah-Akhlak (Islamic creed and ethics). Traditional sorogan and bandongan methods have been retained but adapted to the students' diverse abilities, with implementation involving madrasah administrators, kiai, and subject teachers. Qualitative findings also indicate that this type of learning contributes to reinforcing regular religious instruction and fostering the habitual practice of religious values, without implying a causal link to changes in student character. The study’s novelty lies in the finding that the integration of the national curriculum and pesantren traditions occurs simultaneously across institutional, curricular, pedagogical, and collaborative dimensions; this allows local educational traditions to be institutionalized within formal education without abandoning the kitab (traditional Islamic texts) as sources of knowledge and pedagogical practice.]]>
