Kurikulum Kulliyatul Mu’allimin Al-Islamiyah (KMI) dan Madrasah Diniyah berbasis multikulturalisme

Abstract

This study aims to analyze the curriculum management of Kulliyatul Mu’allimin Al-Islamiyah (KMI) and Madrasah Diniyah based on multiculturalism at Pondok Modern Al-Barokah Nganjuk, covering the aspects of planning, implementation, and evaluation. The study employs a qualitative approach with a descriptive-analytical design. Data were collected through in-depth interviews, participant observation, and document analysis, and were subsequently analyzed using the interactive model proposed by Miles, Huberman, and Saldaña. The findings indicate that curriculum planning is carried out through the integration of multicultural values and religious moderation, combined with pesantren traditions. Curriculum implementation occurs not only through formal learning but also through the hidden curriculum reflected in the daily lives of students. The use of Arabic and English, a heterogeneous boarding system, deliberative meetings, bahtsul masail, and various organizational and extracurricular activities serve as effective means to instill the values of tolerance, inclusivity, and respect for differences. In terms of evaluation, the assessment of value internalization is still dominated by behavioral observation and attitude assessment, making it inherently subjective and lacking standardized instruments. This study produced a Value-Driven and Culture-Based Curriculum Management model that positions values as the foundation of planning, pesantren culture as the medium for implementation, and evaluation as an instrument of transformation. These findings confirm that the success of multicultural education in pesantren is largely determined by the strength of the institution’s culture in shaping the students’ social experiences over the long term.

Abstrak

Penelitian ini bertujuan menganalisis manajemen kurikulum Kulliyatul Mu’allimin Al-Islamiyah (KMI) dan Madrasah Diniyah berbasis multikulturalisme di Pondok Modern Al-Barokah Nganjuk, meliputi aspek perencanaan, pelaksanaan, dan evaluasi. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif-analitis. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa perencanaan kurikulum dilakukan melalui integrasi nilai-nilai multikulturalisme dan moderasi beragama yang dipadukan dengan tradisi pesantren. Implementasi kurikulum berlangsung tidak hanya melalui pembelajaran formal, tetapi juga melalui hidden curriculum yang tercermin dalam kehidupan sehari-hari santri. Penggunaan bahasa Arab dan Inggris, sistem asrama yang heterogen, kegiatan musyawarah, bahtsul masail, serta berbagai aktivitas organisasi dan ekstrakurikuler menjadi sarana efektif untuk menanamkan nilai toleransi, inklusivitas, dan penghargaan terhadap perbedaan. Pada aspek evaluasi, penilaian internalisasi nilai masih didominasi observasi perilaku dan penilaian sikap sehingga cenderung bersifat subjektif dan belum didukung instrumen terstandar. Penelitian ini menghasilkan model Value-Driven and Culture-Based Curriculum Management yang menempatkan nilai sebagai dasar perencanaan, budaya pesantren sebagai media implementasi, dan evaluasi sebagai instrumen transformasi. Temuan ini menegaskan bahwa keberhasilan pendidikan multikultural di pesantren sangat ditentukan oleh kekuatan budaya institusi dalam membentuk pengalaman sosial santri secara berkelanjutan.