Implementation of the Integrated Curriculum at the Darul Arqam Muhammadiyah Islamic Boarding School, Gombara

Abstract

This study aims to describe and analyze the implementation of an integrated curriculum at Pesantren Darul Arqam Muhammadiyah Gombara Makassar, which combines the national curriculum, the Ministry of Religious Affairs curriculum, and the ISMUBA curriculum. The research focuses on curriculum planning, implementation, evaluation, and the supporting and inhibiting factors affecting its implementation. Using a qualitative case study approach, data were collected through observation, in-depth interviews, and documentation involving pesantren leaders, teachers, and students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, while validity was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that the integrated curriculum was systematically planned and implemented through learning activities and boarding school programs that emphasize not only academic achievement but also Islamic values, character building, and students’ skills. Evaluation was conducted comprehensively by assessing academic, attitudinal, and practical competencies. Supporting factors included teacher competence, the boarding school system, and institutional policy support, whereas challenges involved students’ learning burden, limited instructional time, and differences in teachers’ ability to integrate the curricula. Overall, the study concludes that the success of the integrated curriculum implementation depends on the synergy between planning, implementation, and evaluation in developing students with strong character, academic competence, and the ability to apply Islamic values in daily life.