INTEGRATING INTERNATIONAL, NASIONAL, AND RELIGIOUS CONTENTS INTO ISLAMIC BASIC SCHOOL CURRICULA: STAKEHOLDERS’ PERSPECTIVES

Abstract

This study reports on the application of the integration of national curriculum, internationalization program, and the ‘pesantren’ religious contents in an Islamic Basic Education in Ciamis, West Java, Indonesia. The study involved the school foundation officers, educational consultants, principals, teachers, and students as informants. Interviews of this case study were conducted with informants to get the subjects’ perspectives on the intentions of the integrated curricula. The results indicated the application of contemporary educational systems, including collegial based learning systems, Qur'ani-based natural education systems, the adoption of an international curriculum in English and Mathematics, establishing community partnerships with ‘madrasas’, the use of a brain-based education approach and emotional manegement-based learning system, and the development of curricula based on the uniqueness and independence of children. Interestingly, the findings indicate that this model of schooling has been able to enable the school graduates to be more independent, creative, intelligent, resilient and responsible, and have a noble character and have strong faith