Bridging the Divide: Integrative Curriculum Management in Islamic Boarding Schools

  • Imelia Sahda Salsabilla UIN Walisongo Semarang https://orcid.org/0009-0002-5995-6931
  • Baqiyatush Sholihah Universitas Islam Negeri Walisongo Semarang
  • M. Rikza Chamami Universitas Islam Negeri Walisongo Semarang
  • Abdul Rofik Universitas Islam Negeri Walisongo Semarang
  • Umi Hani Balai Pendidikan dan Pelatihan Keagamaan (BDK) Banjarmasin
  • Zarkasi Zarkasi MA Miftahussalam Demak
DOI: https://doi.org/10.35878/islamicreview.v15i1.2194
Keywords: Integrative Curriculum Management, Curriculum Integration, Holistic Education, Islamic Education, Islamic Boarding School

Abstract

This study investigates the implementation of integrative curriculum management in Islamic boarding schools to bridge the dichotomy between religious and general education. It focuses on how curriculum integration is planned, implemented, and evaluated, as well as its impact on students’ competencies. A qualitative case study approach was employed, with data collected through in-depth interviews, observations, and document analysis involving six key informants. The findings reveal that integrative curriculum management is systematically carried out through synchronized planning, contextual learning practices, and continuous evaluation. This approach significantly strengthens students’ holistic competencies, including religious understanding, academic achievement, critical thinking, and moral character. The success of implementation is strongly influenced by leadership commitment, institutional culture, and collaborative teaching practices. In addition, adaptive strategies are proven effective in addressing resistance to change and maintaining curriculum relevance in the face of global challenges. However, inconsistencies at the instructional level indicate that integration has not been fully internalized by all educators. This study contributes an empirical model of integrative curriculum management in pesantren, offering a practical framework for educational reform that is both contextually grounded and globally relevant. Further research across diverse settings is recommended to enhance external validity.

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Published
2026-04-28
How to Cite
Salsabilla, I., Sholihah, B., Chamami, M. R., Rofik, A., Hani, U., & Zarkasi, Z. (2026). Bridging the Divide: Integrative Curriculum Management in Islamic Boarding Schools. Islamic Review: Jurnal Riset Dan Kajian Keislaman, 15(1), 85-100. https://doi.org/https://doi.org/10.35878/islamicreview.v15i1.2194
Issue
Vol 15 No 1 (2026): April 2026
Section
Articles
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