IMPLEMENTASI KURIKULUM INTEGRATIF PESANTREN DAN SEKOLAH DALAM PENGUATAN PENDIDIKAN KARAKTER SISWA DI MADRASAH DINIYAH ROUDLOTUL QUR’AN

Abstrak

Penelitian ini bertujuan untuk menganalisis implementasi kurikulum integratif pesantren dan sekolah dalam penguatan pendidikan karakter siswa di Madrasah Diniyah Roudlotul Qur’an Pondok Pesantren Darul Ulum. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi yang melibatkan ustadz, pembina asrama, dan santri. Hasil penelitian menunjukkan bahwa implementasi kurikulum integratif dilakukan melalui perpaduan pendidikan formal, pembelajaran diniyah, pengajian Al-Qur’an, pembiasaan ibadah, serta kegiatan asrama yang terintegrasi dalam kehidupan sehari-hari santri. Pendidikan karakter dikembangkan melalui kegiatan religius, kedisiplinan, tanggung jawab, kemandirian, sikap hormat kepada guru, dan kepedulian sosial. Aktivitas harian seperti shalat berjamaah, pengajian Al-Qur’an, kegiatan ro’an, serta jadwal belajar yang terstruktur memberikan kontribusi besar dalam pembentukan karakter santri. Faktor pendukung implementasi kurikulum meliputi lingkungan pesantren yang kondusif, aturan yang ketat, pengawasan ustadz dan pembina asrama, serta dukungan wali santri. Adapun faktor penghambatnya meliputi kelelahan santri akibat padatnya aktivitas, kurangnya kesadaran belajar sebagian santri, dan masalah kedisiplinan. Penelitian ini menyimpulkan bahwa kurikulum integratif memiliki peran penting dalam penguatan pendidikan karakter siswa melalui pembiasaan, kedisiplinan, dan budaya religius di lingkungan pesantren.

This study aims to analyze the implementation of an integrated curriculum between Islamic boarding schools and formal schools in strengthening students’ character education at Madrasah Diniyah Roudlotul Qur’an Pondok Pesantren Darul Ulum. This research used a qualitative approach with a case study method. Data collection techniques were conducted through observation, interviews, and documentation involving teachers, dormitory supervisors, and students. The results showed that the integrated curriculum was implemented through the combination of formal education, diniyah learning, Qur’anic studies, worship habituation, and dormitory activities integrated into students’ daily lives. Character education was developed through religious activities, discipline, responsibility, independence, respect for teachers, and social awareness. Daily activities such as congregational prayers, Qur’an recitation, ro’an activities, and structured learning schedules contributed significantly to the formation of students’ character. Supporting factors in implementing the curriculum include a conducive pesantren environment, strict regulations, supervision from teachers and dormitory supervisors, and support from students’ parents. Meanwhile, the inhibiting factors include students’ fatigue due to dense activities, lack of learning awareness among some students, and disciplinary problems. The study concludes that the integrated curriculum has an important role in strengthening students’ character education through habituation, discipline, and religious culture within the pesantren environment.