Manajemen Pengembangan Kurikulum Pesantren di Jawa Timur

Kurikulum pondok pesantren merupakan hal yang sangat urgen dalam mencapai sebuah keberhasilan pembelajaran. Padahal yang kita ketahui pondok pesantren tidak memiliki kurikulum secara resmi dari pemerintah, karena hal itu merupakan kebijakan dari masing-masing pengasuh pondok pesantren. Kajian ini difokuskan untuk mengungkap kosep perencanaan, pola pelaksanaan, model evaluasi manajemen pengembagan kurikulum pesantren di Jawa Timur. Pendekatan yang digunakan dalam penelitian ini pendekatan diskriptif kualitatif dengan penerapan studi kasus. Teknik pengumpulan datanya menggunakan observasi, wawancara, dokumenter, sedangkan analisis datanya menggunakan reduksi data, penyajian data, verifikasi dan kesimpulan. Hasil penelitian menunjukkan bahwa pola perencanaan manajemen pengembagan kurikulum pesantren mengha-silkan program kegiatan, pertama, penyusunan program kerja visi misi dan tujuan. Kedua, adanya keterlibatan para ustadz dan stakeholders. Pola pelaksanaan manajemen pengembangan kurikulum pesantren diesuaikan degan visi-misi pesantren melalui kegiatan, 5 S antara lain: strategi inquiry, strategi inquiry sosial, strategi exposition learning, strategi rote learning, strategi contextual teaching learning. Model evaluasi manajemen pengembangan kurikulum pesantren meliputi evaluator, ruang lingkup atau objek evaluasi, alat evaluasi, kebijakan evaluasi. Kata Kunci: manajemen pengembangan kurikulum, pondok pesantren Abstract The Islamic boarding school curriculum is very urgent in achieving a learning success. In fact, what we know is that Islamic boarding schools do not have an official curriculum from the government, because it is the policy of each boarding school caregiver. This study is focused on revealing: planning concepts, Implementation patterns, evaluation models of islamic boarding school curriculum development management in East Java. The approach used in this study is a qualitative descriptive approach with the application of case studies. Data collection techniques use observation, interview, documentary. While the data analysis uses data reduction, data display, verification, and conclucation. the results of the study show that the pattern of management planning for the development of the Islamic boarding school curriculum produces a program of activities, first, the preparation of the work program of the vision, mission and objectives. Second, the involvement of the asatidz board and stakeholders. The implementation pattern of Islamic boarding school curriculum development management is adjusted to the vision and mission of the pesantren through activities, 5 S, including: inquiry strategy, social inquiry strategy, exposition learning strategy, rote learning strategy, contextual teaching learning strategy evaluation model of curriculum development management includes evaluator, scope or object of evaluation, evaluation tool, evaluation policy