IMPLEMENTASI KURIKULUM SEKOLAH DAN PESANTREN DI SMP MUHAMMADIYAH BOARDING SCHOOL TARAKAN

This research aims to find out the implementation of Islamic and school curriculum in SMP Muhammadiyah Boarding School Tarakan in three aspects, they are preparation, implementation, and evaluation. This research applied qualitative method by the approach of case study because this is included as one of field studies. Qualitative research means a study to describe and analyze social phenomena, occasion, action, activities, attitude, belief, perception, and thoughts of both individual and group. Research data was obtained through observation, document analysis, and interviews on the principal, the vice of principal on curriculum affair, and the teachers. The result of the research revealed; (1) the decision of applying integrated curriculum is based on the need of fulfilling the requirement of balanced educational concept in general and religion subjects in education system and the integration of school and Islamic school curricula makes 16 subjects which consists of 6 school general subjects and 10 Islamic subjects. All subjects are taught in the class except Tahfidz, it is taught out of school hour. The percentage of subjects division shows Islamic curriculum has 47.83% by details: 5 subjects of general program, 4 subjects of supporting program, and 2 subjects of special program. National school curriculum has 34.78% by details: 7 subjects general program, and one subject of supporting program. The other 17,39% is extracurricular subjects and programs as the typical program of Muhammadiyah organization in the field of education; (2) the teachers’ affair in the implementation of integrated curriculum is based on the curriculum from the Ministry of Education and Culture called KTSP, the content and competence output standard as the base of each subjects arrangement while the teachers of islamic subjects apply the Islamic curriculum based on the one developed by internal MGMP that specifically arranges the special curriculum for Islamic subjects. and (3) the evaluation of integrated curriculum is held based on the students’ academic achievement in national school and Islamic subjects and also the students’ daily attitude