Phenomenological Analysis of the Implementation of Integrated Islamic Curriculum in Al-Mawaddah Integrated Islamic Elementary School Ponorogo

Meyrlin Kusumaningrum; Khuriyah

doi:10.31943/afkarjournal.v9i3.2259

Authors

Meyrlin Kusumaningrum Faculty of Islamic Religious Education, State Islamic University of Surakarta
Khuriyah Faculty of Islamic Religious Education, State Islamic University of Surakarta

DOI:

https://doi.org/10.31943/afkarjournal.v9i3.2259

Keywords:

Integrated Islamic Curriculum, Phenomenological Study, Integrated Islamic Elementary School, Holistic Education, Curriculum Integration

Abstract

This research aims to analyze the implementation of the integrated Islamic curriculum at the Al-Mawaddah Ponorogo Integrated Islamic Elementary School (SDIT) using a phenomenological approach. This research focuses on the life experiences and perceptions of education actors in integrating Islamic values into the national curriculum. Qualitative research methods with a phenomenological approach are used with data collection techniques through in-depth interviews, participatory observations, and documentation studies. Informants include the principal, teachers, students, and parents of students. The results of the research indicate that the implementation of the integrated Islamic curriculum at SDIT Al-Mawaddah Ponorogo is carried out through three main dimensions: (1) integration of Islamic values in each subject, (2) application of a student-centered learning approach with an emphasis on project-based learning and problem solving, and (3) development of a holistic evaluation system that includes cognitive, affective, and psychomotor aspects. The challenges faced are the lack of integrated teaching materials, and the complexity of the evaluation system. This research concludes that the success of the implementation of the integrated Islamic curriculum is highly dependent on the commitment of all school parties and the support of a conducive educational environment.

Downloads

Download data is not yet available.

References

Abdullah, A., Permana, G., & Zaqiah, Q. Y. (2024). Implementasi Rencana Pelaksanaan Pembelajaran (RPP) TERPADU pada SMP Islam Terpadu. Jurnal Teknologi Pendidikan, 13(1).

Aderempas, T., Herawati, H., Warlizasusi, J., & Sahib, A. (2024). STRATEGI PENGEMBANGAN MUTU SEKOLAH MENGGUNAKAN KURIKULUM JSIT (JARINGAN SEKOLAH ISLAM TERPADU): STUDI KASUS SMPIT CAHAYA ROBBANI KABUPATEN KEPAHIANG. Jurnal Manajemen Pendidikan Al-Multazam, 6(2), 126–145.

Anam, K. (2023). Dikotomi ilmu agama dan ilmu umum dalam perspektif pendidikan islam: studi komparasi pemikiran m. Amin abdullah dan imam suprayogo. IAIN Ponorogo.

Anugrah, A. T. (2024). Teori Belajar Behaviorisme dan Kognitivisme Perspektif Pendidikan Islam. Tarbiyatuna: Jurnal Pendidikan Islam, 17(1), 75–97.

Farman, S. P., Rohyana, H., Resnita Dewi, S. S., Ammar, M., Aza El Munadiyan, S. S., Estede, S., Gratiana Deodata, H. D. P., Sutaguna, I. N. T., Par, S. S. T., & Par, M. (2025). KUANTITATIF VS KUALITATIF: PILIH METODE TEPAT. Cendikia Mulia Mandiri.

Frandani, M. (2023). Pembaruan Sistem Pendidikan Islam: Sekolah Islam Terpadu. Idarah Tarbawiyah: Journal of Management in Islamic Education, 4(1), 11–18.

Hidayat, N. M. (2022). Strategi kepemimpinan kepala sekolah dalam meningkatkan sekolah bermutu (Studi kasus peningkatan mutu pengelolaan Sekolah di SMP Islam Terpadu Harapan Umat Karawang). Jakarta: FITK UIN Syarif Hidayatullah Jakarta.

Hopeman, T. A. (2024). Penerapan Strategi Pembelajaran Berbasis Holistik untuk Meningkatkan Pemahaman Siswa Tingkat Sekolah Dasar. Prosiding Seminar Nasional Pendidikan Dasar Dan Menengah, 3, 125–130.

Kulsum, U., Munirom, A., Sayuti, A., & Waluyo, B. (2024). Manajemen Kurikulum dalam Pendidikan Islam: Integrasi Ilmu Dunia dan Akhirat. Unisan Jurnal, 3(9), 22–33.

Manuain, L. M. M., Thoomaszen, F. W., Sheldena, D. N., Mila, S., & Hilli, Y. (2024). Dinamika Toleransi Beragama: Kajian Fenomenologi pada Kampus Keagamaan di Wilayah Indonesia Tengah. Matheteuo: Religious Studies, 4(1), 30–41.

Minarti, S. (2022). Ilmu Pendidikan Islam: Fakta teoretis-filosofis dan aplikatif-normatif. Amzah.

Nasir, A., Nurjana, N., Shah, K., Sirodj, R. A., & Afgani, M. W. (2023). Pendekatan fenomenologi dalam penelitian kualitatif. Innovative: Journal Of Social Science Research, 3(5), 4445–4451.

Rahma Yanti, S., Amelia, U., Afifah, S. F., Abul, M., & Fitria, R. (2025). The impact of Merdeka Curriculum changes on Arabic language teaching quality at Madrasah Tsanawiyah. Edukasi: Jurnal Pendidikan, 22(2), 287–301.

Salmon, Y., Saefudin, D., Mujahidin, E., & Husaini, A. (2024). Pengembangan Kurikulum Sekolah Islam Terpadu Tingkat SMP di Pondok Pesantren (Studi Lapangan pada Pesantren Ibnu Salam Nurul Fikri Boarding School Serang Banten). Jurnal Global Ilmiah, 1(5), 354–369.

Sunantri, S. (2022). INTEGRASI KURIKULUM 2013 DAN PONDOK PESANTREN DI SEKOLAH MENENGAH PERTAMA SWASTA ISLAM TERPADU AL-FURQON TEBAS. CBJIS: Cross-Border Journal of Islamic Studies, 4(2), 69–76.

Syafiq, M. A., Davina, S., Butar, W. P. S., & Mukhlasin, A. (2024). Inovasi manejemen pendidikan islam dalam menghadapi tantangan modern. Philosophiamundi, 2(3).