Pesantren-Based Higher Education Curriculum Design: Integrating Islamic Educational Values and Student Competencies
Desain Kurikulum Pendidikan Tinggi Berbasis Pesantren: Integrasi Nilai Pendidikan Islam dan Kompetensi Mahasiswa
DOI:
https://doi.org/10.24256/iqro.v9i3.12674Keywords:
integrative curriculum, Islamic higher education, integration of knowledge and values, student character formationAbstract
Higher education in Indonesia struggles to combine academic excellence with character development, because knowledge is often separated from life values. A pesantren-based curriculum offers an alternative that integrates both holistically. This study explains the concept, strategies, implementation, evaluation, and challenges of this curriculum at the University of Darussalam Gontor. Using a descriptive qualitative approach based on documents, the literature, and field information, the study finds that the model balances academic competence and spiritual identity through three integrated dimensions: academic, Islamic, and social. The novelty of this study lies in a single framework that unites curriculum design, the formation of a dual identity, and an assessment system that balances academic achievement with pesantren-based learning. Competencies are assessed through the Cumulative Grade Point Average (IPK), the Pesantren Performance Index (IPKs), and the Student Academic Support Credit System (AKPAM), measuring 15 competencies. The main challenges are balancing modern academic standards with pesantren values, the gap between the concept of integration and educators’ ability to apply it, and the combined workload of academic, religious, and organizational activities. These findings enrich the concept of a holistic curriculum and offer an operational reference for Islamic higher education institutions that wish to align academic standards with the character development of their graduates. The findings are limited to one institution and rely mainly on documents and literature.
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