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All Journal Tadabbur: Jurnal Integrasi Keilmuan Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Zulaekah Zulaekah
STIT Mumtaz Karimun, Indonesia
Religion Education

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The Curriculum and Learning System at Daarul Ilmi Integrated Islamic Boarding School, West Bandung Arif Rahman Hakim; Olivia Ridheta Citrawijaya; Zulaekah Zulaekah; Nurwadjah Ahmad; Andewi Suhartini
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 3 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i3.2567

Abstract

This study examines the curriculum and learning system at Curriculum and Learning System at Daarul Ilmi Integrated Islamic Boarding School West Bandung within the framework of integrated Islamic education. Situated in the field of Islamic Education and Curriculum Studies, this research aims to analyze the structure of the Kulliyatul Mu’allimin Al-Islamiyah (KMI) curriculum, its instructional methods, and their implications for the development of students’ academic, linguistic, and character competencies. The KMI model was initially developed by Pondok Modern Darussalam Gontor as a modern Islamic education system that integrates religious and general sciences. This topic is crucial as modern pesantren face challenges in harmonizing religious education, the national curriculum, and mastery of international languages. Therefore, a systematic study is needed to evaluate its effectiveness. Employing a descriptive qualitative approach, data were collected through observation, interviews, and curriculum document analysis. The findings reveal that the KMI curriculum is holistically integrated with the national education system, combining formal, non-formal, and informal learning, with Arabic and English used as primary instructional languages. Such integration simultaneously fosters academic excellence, spiritual growth, and character formation. The contribution of this study lies in presenting an adaptive and relevant model of integrated Islamic education that can serve as a reference for curriculum development in modern Indonesian pesantren
Pendidikan Islam Inklusif: Studi Komparatif Pemikiran Nurcholish Madjid dan Abdurrahman Wahid Sumianti Sumianti; Bayu Mujrimin; Zulaekah Zulaekah
Tadabbur: Jurnal Integrasi Keilmuan Vol. 5 No. 1 (2026): Tadabbur: Jurnal Integrasi Keilmuan
Publisher : Mahad Al Jamiah UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tadabbur.v5i1.52291

Abstract

This study examines the concept of inclusive Islamic education through a comparative analysis of the educational thought of Nurcholish Madjid and Abdurrahman Wahid (Gus Dur), two influential Muslim intellectuals whose ideas have significantly shaped contemporary Islamic discourse in Indonesia. The study aims to identify the convergences and divergences in their perspectives on educational objectives, curriculum orientation, learning approaches, and the role of Islamic education in fostering an inclusive and pluralistic society. Employing a qualitative approach based on library research and comparative content analysis of the primary works of both scholars, supported by relevant secondary literature, the findings reveal that both thinkers reject formalistic and exclusive interpretations of Islamic education and instead advocate an educational model grounded in openness, humanity, and a contextual understanding of Islamic teachings. While Nurcholish Madjid emphasizes rationality, intellectual freedom, and the integration of religious and modern knowledge, Abdurrahman Wahid highlights pluralism, social justice, local wisdom, and the transformative role of pesantren. Despite these different emphases, both share a common vision of Islamic education as a means of cultivating democratic, tolerant, and socially responsible individuals. This study contributes to enriching contemporary discourse on inclusive Islamic education and provides a conceptual foundation for developing educational practices that are responsive to the challenges of multicultural societies.
Co-Authors Andewi Suhartini Arif Rahman Hakim Bayu Mujrimin Nurwadjah Ahmad Olivia Ridheta Citrawijaya Sumianti Sumianti