<![CDATA[This study examines the integration of the pesantren curriculum into the formal school curriculum as a response to the inability of conventional schools to simultaneously cultivate students' religious values and academic competence. It also addresses contemporary educational challenges in Indonesia, including globalization, moral decline, and increasing social conflict. Using a qualitative approach with Husserlian phenomenology, data were collected through interviews, observations, and document analysis involving the pesantren leader, school principal, and teachers at Pondok Pesantren Mambaussholihin 2 Blitar. The study aims to analyze the philosophical and sociological foundations, the integration model, and the implementation of the integrated curriculum. The findings reveal that the institution adopts a connected curriculum integration model that harmonizes zikr (spiritual reflection) and fikr (intellectual reasoning), with shukr (gratitude) as the ultimate educational goal. The curriculum is implemented holistically and non-dichotomously, integrating religious and general sciences within a unified educational framework. Philosophically, the integration reflects the belief that education should encompass all dimensions of human life without separating religion from science. Sociologically, it represents the pesantren's adaptive response to changing societal needs while preserving its Islamic educational identity. These findings demonstrate that curriculum integration provides a viable model for developing graduates who are spiritually grounded, intellectually competent, and socially responsive.]]>
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