A Cultural–Spiritual Muadalah Curriculum Model Based on Local Wisdom for Strengthening Students' Character in Islamic Boarding Schools
DOI:
https://doi.org/10.51278/aj.v8i3.2827Keywords:
Muadalah Curriculum, Local Wisdom, Islamic Boarding School, Living Curriculum, Character EducationAbstract
The implementation of the muadalah curriculum in Islamic boarding schools faces the challenge of preserving the traditions of Islamic scholarship while responding to the demands of contemporary education and the integration of local wisdom. Although numerous studies have examined pesantren curricula, research that integrates curriculum implementation, local wisdom, and students' character development within the muadalah education system remains limited. This study aims to analyze the implementation of a local wisdom-based muadalah curriculum in strengthening students' religious character and discipline and to formulate a conceptual synthesis of its implementation. This study employed a qualitative multi-site research design at Miftahul Huda Islamic Boarding School in Manonjaya, Tasikmalaya, and Al-Ikhlash Islamic Boarding School in Kuningan. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using within-site and cross-site analysis. The findings indicate that curriculum implementation is realized through the integration of Islamic spirituality, pesantren traditions, local wisdom values, and a living curriculum approach, which is manifested in intracurricular, cocurricular, extracurricular, habituation, and role-modeling activities within a twenty-four-hour educational ecosystem. This integrated implementation effectively strengthens students' religious character and discipline through a continuous process of value internalization. Based on the cross-site synthesis, this study formulates the Cultural–Spiritual Muadalah Curriculum Model Based on Local Wisdom, which explains the systematic relationship among Islamic spirituality, local wisdom, curriculum implementation, the living curriculum, and students' character development. This conceptual model contributes to the advancement of curriculum implementation studies in Islamic boarding school education by positioning pesantren culture as the primary mechanism for value internalization and character formation.
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