INTEGRATED CURRICULUM MANAGEMENT MODEL OF MATHEMATICS AND ENGLISH BASED ON ISLAMIC EDUCATIONAL VALUES IN MADRASAH
Kata Kunci:
Curriculum, Islamic Religious Education, Mathematics, English Language, Madrasa.Abstrak
This study analyzed and described an integrated curriculum management model for Mathematics and English in Islamic educational values in madrasah. The study responds to the persistent fragmentation of curriculum practice and the dichotomy between general sciences and religious studies in one Islamic educational institution. A descriptive qualitative approach was used to examine how integrated curriculum management is planned, implemented, and evaluated in real learning contexts.
The research was conducted in a selected madrasah involving principals, Mathematics teachers, English teachers, and curriculum coordinators as key informants. Data were collected through in-depth interviews, classroom observations, and documentation studies. The data were analyzed using an interactive model consisting of data reduction, data display, and thematic conclusion drawing.
The findings show that integrated curriculum management is carried out through three main stages. First, curriculum planning is developed collaboratively by aligning subject competencies with the Islamic vision of the madrasah. Second, implementation is conducted through contextual and interdisciplinary learning that connects Mathematics and English with Islamic values such as honesty, responsibility, discipline, gratitude, and social care. Third, evaluation begins to assess not only cognitive achievement but also students’ affective and character development.
The integration of Islamic values in Mathematics and English learning strengthens student engagement, supports conceptual understanding, and contributes to character formation. However, challenges remain, particularly in teacher competence, learning resource development, and value-based assessment instruments. This study implies that Islamic values-based curriculum integration requires systematic managerial support, teacher collaboration, and institutional commitment to produce holistic, contextual, and relevant madrasah education.
Referensi
Al-Attas, S. M. N. (1993). Islam and secularism. ISTAC.
Al-Faruqi, I. R. (1982). Islamization of knowledge: General principles and work plan. IIIT.
Arthur, J., Kristjánsson, K., Walker, D., Sanderse, W., & Jones, C. (2017). Character education in UK schools. University of Birmingham.
Ashraf, S. A. (1985). New horizons in Muslim education. Hodder & Stoughton.
Azra, A. (2012). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Kencana.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Muhaimin. (2009). Rekonstruksi pendidikan Islam. RajaGrafindo Persada.
Nata, A. (2013). Ilmu pendidikan Islam. Kencana.
OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.
Prediger, S., & Zindel, C. (2017). School academic language demands for understanding functional relationships. EURASIA Journal of Mathematics, Science and Technology Education, 13(7b), 4157–4188.
Print, M. (1993). Curriculum development and design. Allen & Unwin.
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340.
Schleicher, A. (2018). World-class: How to build a 21st-century school system. OECD Publishing.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Doubleday.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2017). Teacher collaboration: A systematic review. Educational Research Review, 21, 17–40.
Zubaedi. (2011). Desain pendidikan karakter. Kencana.
