Integrated Curriculum in Pondok Pesantren with the Mu'allimin System (Study the Curriculum of Pondok Modern Ittihadul Ummah Gontor 11 Poso)

Abstract

Efforts to maximize the proportion of religious and general education in Islamic boarding schools led to efforts to combine aspects of the curriculum in an integrative curriculum.  The development of the Islamic boarding school education paradigm can be observed in the breakthroughs made by Islamic Boarding Schools so that various new colors enrich the world of Islamic boarding school education.  Perhaps it will be difficult for the audience to categorize between classical and modern Islamic Boarding Schools when using the parameters of the transformation of the times because almost all institutions are competing to accommodate change as an institutional strategy to survive and be marketable.  However, Kulliyah al-Mu’allimin al-Islamiyyah Pondok Pesantren Modern Ittihadul Ummah Gontor 11 Tokorondo Poso until now still maintains its consistency in the development of the Islamic boarding school education system by making updates in improving the design and the quality of education.

 This study aims to answer the main problem of implementing an integrated curriculum at Pondok Modern Ittihadul Ummah Gontor 11 Poso.  This main problem is then described in three problem formulations, namely, (1) The integrated curriculum planning process, (2) How to implement the integrated curriculum, and (3) The form of integrated curriculum evaluation at the Ittihadul Ummah Gontor Modern Islamic Boarding School 11 Tokorondo Poso.

The author uses field research methods with case studies to answer this problem.  First, data were collected using moderate participation, semistructured interviews, and documentary studies.  The data is then analyzed through three stages: data reduction, data display, and conclusion drawing/verification.  Finally, data checking is carried out by extending participation techniques and increasing the persistence of observation, triangulation, and peer discussion.

The results showed that integrated curriculum planning at Pondok Modern Ittihadul Ummah Gontor 11 Poso was prepared based on an institutional foundation and produced a curriculum that included: inputs, curriculum organization, educational materials, and programs, as well as educational methods and approaches.  The curriculum implementation consists of systems and strategies in education and teaching.  Meanwhile, the form of curriculum evaluation includes an evaluation of the Curriculum of Kulliyah al-Mu’allimin al-Islamiyyah (KMI) and an assessment of the curriculum of the cottage.