<![CDATA[This study aimed to analyze the implementation of the integrated Islamic Education curriculum in shaping the character of insan kamil through curriculum organization, planning, and implementation. The study employed an interpretive qualitative approach with a case study design. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis involving school leaders, teachers, dormitory administrators, and students. The findings indicate that Baznas Cendekia School (BCS) successfully implements the Integrated Learning Scholar (ILC) strategy, which integrates national curriculum standards with institutional values of adab, entrepreneurship, leadership, and Islamic spirituality within a boarding school ecosystem. Character formation is developed through cognitive integration of academic and religious knowledge, affective habituation through structured spiritual activities, and psychomotor development through project-based and experiential learning. The study also reveals that most curriculum programs meet national standards, while several flagship programs exceed them in supporting students’ spiritual and character development. These findings demonstrated that an integrated curriculum capable of eliminating the dichotomy between science and religion creates a holistic and transformative educational environment. The study implies that the BCS model can serve as a practical reference for zakat-based educational institutions in optimizing philanthropic resources to produce graduates who are intellectually competent, economically independent, and spiritually resilient.]]>
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