Kurikulum Terpadu Berbasis Nilai-Nilai Islami
The frame of mind that underlies this research is that an integrated curriculum based on Islamic values is one effort to balance public and religious education. So that students are expected to become integrated individuals who have general knowledge and religion that are appropriate and in harmony with the surrounding environment. The background of this study is the implementation of an integrated curriculum that has not gone well, there is still overlap between the programs with each other. The formulation of the problem in this study are: 1) How is the concept of integrated curriculum. 2) How to implement an integrated curriculum. 3) How is the integrated curriculum evaluation. 4) What are the supporting factors and inhibitors of the integrated curriculum. This study aims to illustrate how the effectiveness of an integrated Islamic values-based curriculum conducted at the Sukabumi City Hayatan Thayyibah Integrated Islamic Boarding School. This study uses a qualitative approach and qualitative descriptive methods. Data collection techniques are carried out by observation, interviews, and documentation studies. The data analysis technique starts from data collection, data reduction, data presentation and conclusion drawing. While the data checking technique uses a test of credibility, transferability, depandability, and confirmation. The results of this study indicate that: 1) The concept of an integrated curriculum developed in this school uses a correlated type of curriculum between the national curriculum (kurtilas) and the Islamic curriculum as the development of its Islamic values. 2) The implementation of an integrated curriculum carried out in this school is the integration of the national curriculum (kurtilas) towards the boarding curriculum with religious clusters whose references are taken from classical books, but in practice using separated subject curriculum with the development of character building programs as habituation of good character in the boarding school environment. 3) Integrated curriculum evaluation by involving the principal through continuous supervision of the implementation of curriculum development. While the teacher as the implementer in the class uses a process and outcome approach through oral, written, and observation tests on the behavior of students. 4) The supporting factors are good management and school facilities, the atmosphere of the pesantren-based school environment runs well. The inhibiting factor is the lack of communication between the school and parents, the structure of the school curriculum is fat because of the large number of subjects.