Model Organisasi Kurikulum Berbasis Pesantren Pada Mata Pelajaran PAI di Pondok Pesantren Raudhatus Salaam Yogyakarta

Implementation of the Living Qur'an Concept in Starting Learning in MA Matholi'ul Huda Bugel

Penulis

  • Iis Siti Khoiriyyah
  • Mela Mariana UIN Sunan Kalijaga
  • Afrihadi
  • Muhammad Akbar

DOI:

https://doi.org/10.21111/educan.v9i1.13652

Kata Kunci:

Model Organisasi, kurikulum, pesantren

Abstrak

Penelitian ini bertujuan mengkaji model organisasi kurikulum berbasis pesantren pada mata pelajaran PAI di Pondok Pesantren Raudhatus Salaam Yogyakarta. Kurikulum, sebagai program pendidikan yang sistematis, berperan penting dalam membentuk karakter dan kompetensi peserta didik, khususnya di era modern yang membutuhkan keseimbangan antara pendidikan agama dan akademik. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa kurikulum PAI di pondok ini menggunakan model integrated curriculum, memadukan kurikulum Kementerian Pendidikan Nasional dan Kulliyataul Mu’allimin Al-Islamiyah Pondok Modern Darussalam Gontor. Pendekatan ini mendukung sinergi antara pendidikan akademik nasional dan keislaman khas pesantren. Model ini relevan untuk dikembangkan lebih lanjut dalam konteks pendidikan Islam di Indonesia, khususnya dalam menjawab tantangan integrasi nilai-nilai agama dengan kebutuhan pendidikan formal. Penelitian ini memberikan kontribusi pada pengembangan desain kurikulum pesantren yang lebih adaptif, menawarkan solusi praktis bagi institusi pendidikan Islam untuk menghadapi dinamika zaman.  

Referensi

Dewey, Jhon. 1916. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.

Gagne, Robert M. 1985. The Conditions of Learning. New York: Holt, Rinehart and Winston.

Janah, Futihatul, Fuad Mafatichul Asror, dan Eko Purnomo. 2022. “Kurikulum Pendidikan Islam: Hakikat Dan Komponen Pengembangannya.” Kuttab 6, no. 2: 249. https://doi.org/10.30736/ktb.v6i2.1144.

Miles, Matthew B., A. M. Huberman, dan Johnny Saldaña. 2014. Qualitative data analysis: a methods sourcebook. 3rd ed. Thousand Oaks, Califorinia: SAGE Publications.

Nasution. 2014. Asas-asas kurikulum. Jakarta: Bumi Aksara.

Stiggins, Richard J. 2004. Student-involved Assessment for Learning. Upper Saddle River: Prentice Hall.

Sulaiman, Sulaiman. 2013. “Pola Modern Organisasi Pengembangan Kurikulum.” Jurnal Ilmiah Didaktika 14, no. 1 : https://doi.org/10.22373/jid.v14i1.489.

Taba, Hilda. 1962.Curriculum Development: Theory and Practice. Harcourt.

Tyler, Ralph W. 1949. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.

Widodo, Hendro. 2023. Pengembangan Kurikulum PAI. Yogyakarta: UAD Press.

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Diterbitkan

2025-02-10

Cara Mengutip

Iis Siti Khoiriyyah, Mela Mariana, Afrihadi, & Muhammad Akbar. (2025). Model Organisasi Kurikulum Berbasis Pesantren Pada Mata Pelajaran PAI di Pondok Pesantren Raudhatus Salaam Yogyakarta: Implementation of the Living Qur’an Concept in Starting Learning in MA Matholi’ul Huda Bugel. EDUCAN : JURNAL PENDIDIKAN ISLAM, 9(1), 113–125. https://doi.org/10.21111/educan.v9i1.13652

Terbitan

Vol 9 No 1 (2025): Curriculum and Teaching Methodology of Islamic Education (Teaching Qur'an, Hadith, Aqidah Akhlak, Fiqh, and Islamic Cultural History)

Bagian

Articles

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  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).