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All Journal Abjadia, International Journal of Education El-Tsaqafah: Jurnal Jurusan PBA Lexeme : Journal of Linguistics and Applied Linguistics Journal of Arabic Literature (Jali) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Kitaba : Journal of Interdisciplinary Arabic Learning Talimi Anjasmoro: Islamic Interdisciplinary Journal Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Jurnal Pendidikan Nusantara Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Habib, Ikhwanul
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Kitaba : Journal of Interdisciplinary Arabic Learning

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Hybrid Curriculum Model in a State Madrasah: A Case Study of Centralized and Decentralized Practices at MTsN 1 Malang Habib, Ikhwanul; Kabalmay, Taqiyuddin
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.41956

Abstract

Curriculum models play a crucial role in determining the quality and direction of education. However, the implementation of centralized and decentralized curricula often presents challenges in balancing national standards with local needs. This study aims to analyze the application of a hybrid curriculum model at MTsN 1 Malang City, an Indonesian state madrasah that integrates both centralization and decentralization mechanisms. Using a qualitative descriptive approach, data were collected through semi-structured interviews with three key informants (the madrasah head, vice principal for curriculum, and a senior teacher), participatory observations of curriculum practices, and document analysis of curriculum guidelines and lesson plans. The findings reveal that centralization is realized through compliance with national standards set by the Ministry of Religious Affairs and the Ministry of Education, Culture, Research, and Technology, ensuring uniformity in core subjects, learning outcomes, and assessment frameworks. Decentralization is manifested through locally initiated innovations, including the establishment of Ma'had Al-Madany (a student dormitory program), the development of special class programs (Bilingual, Tahfidz, and Olympic classes), and the initiation of Project-Based Learning, all of which accommodate students' interests, talents, and contextual needs. Teachers play a dual role in this hybrid model: as implementers of centralized policies and as innovators within decentralized spaces. The novelty of this study lies in its detailed empirical illustration of how a hybrid curriculum model operates in a madrasah context by systematically mapping the interaction between dual ministerial regulations and locally driven innovations. Unlike previous studies that tend to discuss curriculum centralization and decentralization separately, this research demonstrates a practical framework for harmonizing national policies with contextual educational creativity in Islamic secondary education. The study concludes that the hybrid curriculum model at MTsN 1 Malang represents a strategic approach to improving madrasah education quality through balanced integration of central regulation and local innovation, with implications for curriculum policy, school leadership, and teacher professional development.
Co-Authors Asy-Syahidah, Qorina Himmati Azzahro, Vivia Salma Fitriani, Namiyah Handayani, Rima Ayu Ifawati, Nur Ilah Kabalmay, Taqiyuddin Kurniawan, Vani Masruri, Hadi Muhaiban Muhaiban Muhammad Zaki Mulyani, Rinda Eka Nur Hadi Nur Hasan Rahmadewi, Sintya Rahmanudin, Ii Ramadhani, Nida Husnia Rizqi, Hafizh S, Muhibbuddin Srirehani, Melinda Dewi Syaiful Mustofa Yafi, Ahmad Fauzan