Integrative Curriculum Management in Improving the Quality of Learning at Madrasah Aliyah Al-Qur’an Nahdlatuth Thulaab Srono

Abstract

This study aims to analyze the management of an integrative curriculum in enhancing the quality of learning at Madrasah Aliyah Al-Qur’an Nahdlatuth Thulaab Srono, specifically focusing on the aspects of planning and implementation. A descriptive qualitative approach was employed. Data were gathered through interviews with the madrasa principal, the deputy principal for curriculum affairs, teachers, and students, and were supplemented by documentation. Data analysis involved the stages of data reduction, data presentation, and conclusion drawing. The results indicate that integrative curriculum planning was conducted participatorily involving the principal, the deputy principal for curriculum, and teachers by analyzing the madrasa's conditions and student needs, as well as evaluating the previous curriculum. The implementation was carried out flexibly by linking general learning materials with relevant Islamic values ​​through real-life examples, learning activities, and character building. This approach fostered more meaningful learning, increased student engagement, and reinforced values ​​such as honesty, responsibility, courtesy, and respect for others. Thus, integrative curriculum management serves as a means to improve learning quality while simultaneously shaping students' Islamic character.