Reconstructing the Pesantren-Based Madrasah Curriculum for Character Development

Abstract

Contemporary Islamic education continues to face challenges in strengthening students' character development through integrated educational systems. This study aimed to analyze (1) the reconstruction of a pesantren-based madrasah curriculum, (2) student management, and (3) character habituation at MTs Unggulan Al-Qodiri 1 Jember. A qualitative approach with a single-case study design was employed. The study was conducted from July to September and involved 10 informants, consisting of the madrasah principal, vice principal for curriculum, vice principal for student affairs, ustadz and ustadzah (teachers), pesantren administrators, mudabbir/mudabbirah (dormitory supervisors), and students. Data were collected through semi-structured interviews, participant observation, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that curriculum reconstruction was implemented through the integration of the national and pesantren curricula, the alignment of school and dormitory regulations, and the establishment of the Organisasi Pelajar Pondok dan Madrasah (OPPM) within a unified institutional system. Student management involved integrated planning, 24-hour supervision, and continuous character assessment supported by monitoring books, integrated report cards, and joint graduation. Character habituation was fostered through religious practices, discipline, honesty, and social etiquette reinforced by the hidden curriculum, teacher role modelling, dormitory life, and continuous supervision. The study concludes that integrating curriculum reconstruction, student management, and character habituation within a unified pesantren-based educational system effectively strengthens students' character development. These findings contribute to the development of an integrated curriculum reconstruction model for strengthening character education in pesantren-based madrasahs.