The management of Islamic school curriculum development in Indonesian muslim’s

Fatmawati, Erma (2018) The management of Islamic school curriculum development in Indonesian muslim’s. The management of Islamic school curriculum development in Indonesian muslim’s.

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Abstract

Pesantren is the phenomenon in responding to the students’ needs to deepen religious knowledge. It is the model of the development of salafiyah and kholafiyah pesantren in helping the science enrichment of religious and behavioral diversity of student guidance.For that reason, the model of pesantren requires a specific management in its curriculum development. This study attempted to analyze and to find: (1) the characteristics of curriculum at Pesantren Nuris II, Pesantren Putri Al-Husna and Pesantren Ibn Kathir Jember; (2) the design of curriculum development at Pesantren Nuris II, Pesantren Putri Al-Husna and Pesantren Ibn Kathir Jember; (3) the role of leadership in management of curriculum development at Pesantren Nuris II, Pesantren Putri Al-Husna and Pesantren Ibn Kathir Jember. This study used the qualitative approach, in the type of multicases study designs. The techniques of collecting data were interviews, observation participation, and documentation. The data analysis was carried out in two stages: data analysis of individual case and data analysis of the cross-case. Moreover, the checking of the data used credibility and confirmability. The results showed that: (1) There were three typologies of characteristics of the boarding schools, they were: First, the type of ma'had al-aly; with the characteristics of curriculum that emphasizes on improving religious science on academic subjects in separated subject curriculum (Yellow book); Second, the type of Takmiliyah Al- Jami'ah; with the curriculum as the scientific option to supplement or to complement, to deepen and to strengthen the students’ needs of the scientific on broads fields curriculum and thematic actual curriculum; Third, the type of integrated pesantrens; with the curriculum as the complements of the scientific development in the university through the strengthening and deepening the behavioral science of religion. Furthermore, the curriculum was also practiced by applying the experience learning of pesantren life, varied learning model, integrating learning system between salaf and khalaf, it had the time to learn the conditional with the successful targets of religious knowledge and the mastery of the student's personality, (2) the design of curriculum development by using Learner Centered Design and Subject Centered Design through curriculum planning, that refers to the vision and mission and particularities pesantren. The implementation of curriculum consists of tiered and non-tiered. The evaluation of success of the students are used direct and indirect system. (3) the role of leadership in curriculum development include: (a) the leadership as the role model of student diversity personified; (b) the designer's vision and mission as the reference uniquely value of curriculum development; (c) the building collaborative leadership by forming the team of caregivers managing curriculum; (d) the meet the needs of the facility and student learning resources; (e) the evaluating of students' learning progress; (d) the monitor of the success of student learning

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