MODEL INTEGRASI KURIKULUM BIDANG AGAMA ANTARA MADRASAH TSANAWIYAH DAN PONDOK PESANTREN DI PERGURUAN ISLAM TERMAS PACITAN

This study aims to provide an in-depth description of the model and implementation of religious curriculum integration between Madrasah Tsanawiyah (MTs) and the Islamic boarding school at Perguruan Islam Termas Pacitan. The study is motivated by the dichotomy between the formal madrasah curriculum, which refers to national education standards, and the pesantren curriculum, which is based on the classical Islamic tradition of kitab kuning. This research employs an interpretive paradigm with a qualitative approach and a case study design. The research participants include the pesantren leader, the head of the madrasah, the vice principal for curriculum affairs, religious subject teachers, and students. Data were collected through in-depth interviews, participant observation, and document analysis. Data analysis followed the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The validity of the data was ensured through triangulation of sources, techniques, and time. The findings show that curriculum integration at MTs Pondok Pesantren Termas is carried out to align the madrasah curriculum based on national standards with the pesantren curriculum based on the study of classical Islamic texts (turats). The integration model combines the Shared Model, Webbed Model, and Integrated Model through the interconnection of scientific concepts, Islamic value-based themes, and the integration of classroom learning with the daily life of the pesantren. The implementation of this integration is conducted through three stages: planning, implementation, and evaluation of learning, which integrate academic competencies with the development of students’ religious character. This study also finds that MTs Pondok Pesantren Termas has successfully implemented a pesantren-based integrative curriculum through the Shared and Webbed models, integrating religious values, academic learning, and character education systemically. The integration is carried out through integrated planning, learning, and evaluation processes, although challenges remain in the technical aspects of assessment. The implications of this study emphasize the importance of strengthening teacher collaboration, developing theme-based learning connected to real-life experiences, and managing integrated learning experiences. From the perspectives of Beane and Fogarty, this research recommends the development of an adaptive, holistic, and sustainable integrative curriculum in accordance with institutional characteristics and students’ needs.