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All Journal Adaara: Jurnal Manajemen Pendidikan Islam Jurnal Cendekia Ihya
Muhamad Rifan Dainuri
STIT Insan Kamil, Bogor, Indonesia
Religion Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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MANAGEMENT KURIKULUM DALAM MEWUJUDKAN PENDIDIKAN HOLISTIK DI PONDOK PESANTREN : MANAGEMENT KURIKULUM DALAM MEWUJUDKAN PENDIDIKAN HOLISTIK DI PONDOK PESANTREN Badrus shalih; Muhamad Rifan Dainuri
Jurnal Cendekia Ihya Vol 4 No 1 (2026): Jurnal Cendekia Ihya
Publisher : Sekolah Tinggi Ilmu Tarbiyah Insan Kamil Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62419/jci.v4i1.97

Abstract

Abstract Contemporary education increasingly recognizes that learning outcomes cannot be limited to cognitive and academic achievement alone. This awareness has led to renewed interest in holistic education, which emphasizes the integrated development of intellectual, spiritual, emotional, and social dimensions of learners. In Islamic education, such a holistic orientation is normatively well established; however, its practical realization largely depends on how curriculum is designed and managed. This study examines the role of curriculum management in fostering holistic education within Islamic boarding schools (pesantren). Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, curriculum managers, teachers, and students. The findings reveal that curriculum management functions as a key driver of holistic education rather than merely an administrative mechanism. Curriculum planning aligned with institutional values, integrated implementation across academic and non-academic activities, and value-based evaluation practices enable the simultaneous development of students’ spiritual, intellectual, emotional, and social capacities. The study further demonstrates that holistic educational outcomes emerge from the integration of formal curriculum, religious practices, and communal life within the boarding school environment. Theoretically, this research contributes to the literature on Islamic educational management by proposing an integrative framework linking curriculum management and holistic education. Practically, the findings offer insights for Islamic educational institutions and policymakers seeking to design curricula that balance academic demands with character formation and social responsibility. Keywords:Curriculum management; Holistic education; Islamic boarding schools; Islamic education; Qualitative case study.
Implementation of Quality Management Based on the POAC Approach in Improving Teacher Quality Badrus Shalih; Muhamad Rifan Dainuri; Azis Nurul Iman; Nurul Azira
ADARA Vol 16 No 1 (2026): Vol. 16 No. 1 (2026): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v16i1.11532

Abstract

Improving the quality of teachers is a key factor in realizing the quality of sustainable madrasah education, but there are still many madrasas facing limited resources and have not implemented quality management systematically. This study aims to analyze the implementation of quality management based on the POAC (Planning, Organizing, Actuating, and Controlling) approach in improving the quality of teachers at MI Miftahul Ulum Panyiuran and examine its integration with the values of Islamic education management. The research uses a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observations, and documentation studies, then analyzed using Miles and Huberman's interactive model. The results of the study showed that planning was carried out in a participatory manner through RKM and RPT, competency-based organization and deliberation, implementation through continuous training and comparative studies, and evaluation through supervision and program evaluation. The implementation of POAC has an impact on improving teacher professionalism, a culture of cooperation, a conducive learning climate, and a quality culture. The integration of the values of tadbir, syūrā, tarbiyah, and muḥāsabah strengthens the moral-spiritual dimension, although there is still a need for more measurable quality indicators.
Co-Authors Azis Nurul Iman Badrus Shalih Nurul Azira