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All Journal Jurnal INSANIA FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Tarbawiyah Jurnal Ilmiah Pendidikan DIMAR: Jurnal Pendidikan Islam Tafkir: Interdisciplinary Journal of Islamic Education Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Studi Multidisipliner: Jurnal Kajian Keislaman Jurnal Pendidikan Progresif Ta'allum: Jurnal Pendidikan Islam Quality
Sumadi, Eko
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Orientasi Pragmatis dan Idealis dalam Pendidikan Islam: Kajian Kurikulum Madrasah Aliyah Nurul Qur’an Simo Boyolali Sumadi, Eko
QUALITY Vol 10, No 1 (2022): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v10i1.16307

Abstract

The formulation of the problem that will be answered in this article is how do the leaders and managers of MA Nurul Qur'an respond and answer future challenges through curriculum innovations and educational programs held? This study uses qualitative methods, with 7 respondents, namely; the leader of the pesantren (kyai), the head of the MA, the deputy head of the curriculum, the teacher, and 3 students. Data collection techniques in the form of interviews, observation, and documentation. The data analysis techniques include data reduction, data presentation, and verification or concluding. The discussion in this article concludes, that as a pesantren-based madrasa, the manager of MA Nurul Qur'an is committed to educating students (Santri) so that they can grow into the Upper Middle Class through three alumni profiles, becoming: Kyai, Priyai, and Entrepreneur. The three profiles are a top priority considering that future challenges for alumni will be more complex and require skills and specialization in certain areas of expertise. To encourage the creation of graduates with three alumni profiles, MA Nurul Qur'an made many modifications and developments to the curriculum based on Islamic boarding school values while also emphasizing the strengthening of foreign languages. Academically, this article contributes to providing an argument that the values of idealism and pragmatism can be combined as the basis for the development of Islamic educational institutions. While practically, this article contributes to providing an example for academics and education practitioners, regarding how the madrasa curriculum model is designed to accommodate the interests of idealism and pragmatism.
Curriculum Management and Implementation of Integrative Learning in Islamic-Based Madrasas in Central Java Sumadi, Eko; Huda, Mualimul
QUALITY Vol 13, No 1 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i1.31380

Abstract

This article aims to explain the curriculum management and implementation of integrative learning in pesantren-based madrasas in Central Java. The research employs a qualitative approach, focusing on two pesantren-based madrasas: MA Al-Azhar in Boyolali and MA Al-Haramain in Jepara. Data were collected through interviews, observations, and documentation. Data analysis techniques include reduction, presentation, and verification or validation of conclusions. The discussion in this article yields the following conclusions: 1) Curriculum management in pesantren-based madrasas involves designing and developing the curriculum according to integrative principles in all areas of learning, integrating religious materials and general materials. 2) Integrative learning is implemented through various teaching methods, the integration of Islamic values into general subjects, and the cultivation of Islamic character in daily life. This is achieved through insertion, complementation, verification, comparison, and project-based learning methods. 3) The success of implementing the integrative curriculum depends heavily on support from various parties, including madrasa heads, teachers, parents, and supportive education policies. Challenges such as limited infrastructure, inconsistent policy implementation, and a lack of resources must be addressed through system improvements, training, and ongoing evaluation. Specific contributions include: 1) Strengthening the concept of integrative curriculum management, 2) integrative learning implementation models, and 3) making practical contributions to educational institutions.
Co-Authors Azka, Mohammad Noval Bahruddin Bahruddin Hakim, Fahrizal Masrukhin Masrukhin MUALIMUL HUDA, MUALIMUL Nisa, Fariq Fahrun Nufus, Izatun Puspo Nugroho, Puspo Ro'fah, Ro'fah Rusydianti, Dian Sahed, Nur Suheri Sahputra Rangkuti Sulaiman, Muhammad Noor Sutrisno, Sutrisno Syafikah, Nurul Syah, Muhammad Noor Sulaiman Yulianto, Farikhatul Akhlis Fahruddin