Transformasi kurikulum Ma’had Aly: Negosiasi turats dan standardisasi nasional

Wildan Maulana Syahroni (Universitas Hasyim Asy'ari Tebuireng)
Rofiatul Hosna (Universitas Hasyim Asy'ari Tebuireng)

Idarah Tarbawiyah: Journal of Management in Islamic Education
Vol. 7 No. 10 (2026)

The 2025 regulatory reform of Ma’had Aly introduced a more operational quality architecture into a form of Islamic higher education historically grounded in classical Islamic texts and pesantren authority. This study examines changes in the formal curriculum before and after the reform and interprets the epistemic relationship between turats and national standardization. It employed a qualitative approach with analytical library research, while qualitative policy document analysis served as the principal procedure. Primary data comprised pre-2025 regulations, transitional quality instruments, and the 2025 reform package governing standards, assessment, quality assurance, graduate titles, and recognition of prior learning. Open and axial coding, horizontal inter-document comparison, vertical comparison across regulatory periods, and deductive-inductive thematic analysis were applied. The findings show a shift from institutional recognition toward operational standardization through learning outcomes, curriculum documentation, graded marhalah competencies, formalized bahts and khidmah, and evidence-based assessment. The resulting relationship is turats-centered but standard-mediated: turats remains the epistemic core, while national standards mediate recognition, measurement, documentation, assessment, and formal legitimacy. Theoretically, this represents an asymmetrical accommodative formalization marked by negotiation and ambivalence. Practically, quality instruments should assess sanad, adab, textual mastery, and scholarly reasoning rather than administrative compliance alone. Abstrak Reformasi regulasi Ma’had Aly tahun 2025 memperkenalkan arsitektur mutu yang lebih operasional ke dalam pendidikan tinggi Islam yang secara historis berakar pada kitab kuning dan otoritas pesantren. Penelitian ini menganalisis perubahan kurikulum formal sebelum dan sesudah reformasi serta menafsirkan relasi epistemik antara turats dan standardisasi nasional. Penelitian menggunakan pendekatan kualitatif dengan jenis analytical library research, sedangkan qualitative policy document analysis menjadi prosedur utama. Data primer mencakup regulasi pra-2025, instrumen mutu transisional, dan paket reformasi 2025 tentang standar mutu, asesmen, penjaminan mutu, gelar lulusan, serta rekognisi pembelajaran lampau. Analisis dilakukan melalui open coding, axial coding, perbandingan horizontal antar-dokumen, perbandingan vertikal antar periode, dan analisis tematik deduktif-induktif. Hasil menunjukkan pergeseran dari rekognisi kelembagaan menuju standardisasi operasional melalui capaian pembelajaran, dokumentasi kurikulum, gradasi kompetensi marhalah, formalisasi bahts dan khidmah, serta asesmen berbasis bukti. Relasi yang terbentuk bersifat turats-centered but standard-mediated: turats tetap menjadi pusat epistemik, sedangkan standar nasional memediasi pengakuan, pengukuran, dokumentasi, asesmen, dan legitimasi formal. Temuan ini menunjukkan formalisasi akomodatif yang asimetris dan mengandung negosiasi serta ambivalensi. Instrumen mutu perlu mengukur sanad, adab, penguasaan teks, dan nalar keilmuan, bukan kepatuhan administratif semata.