INTERNAL POLICY ANALYSIS OF BOARDING-BASED SCHOOLS : CASE STUDY OF INDEPENDENT CURRICULUM ORIENTATION AT AZ-ZAINIYAH NAHDATUL WATHAN SMP, BATAM CITY

Syndhi Pramitika Sari, Mega Heriyanto, Ridlun Artor, Adhi Masri bin Yeop Johari, Pirman Mulatua Ritonga

Abstract


Islamic boarding school-based schools, as traditional Islamic educational institutions, often face challenges in implementing a curriculum that is able to accommodate religious values while meeting the demands of increasingly modern national education. This study examines the differences in the direction of Islamic boarding schools and schools that emerge in relation to Islamic boarding school-based school curriculum policies at Az-Zainiyah Nahdatul Wathan Middle School. This research uses a qualitative approach with data collection and data processing techniques using Miles and Huberman. There is a case analysis to identify and analyze impacts and analyze decision-making policies at Az-Zainiyah Nahdatul Wathan Middle School. Data was obtained through in-depth interviews with Islamic boarding school managers, school principals and 5 students, and 3 parents. Apart from that, observations and documentation were also carried out to collect phenomena related to the impact of curriculum policies on students' personal and social development. The results of this research indicate that there is an ethical dilemma in decision making that must consider the balance between educational innovation and respect for tradition, as well as the importance of involving various parties, including the community and local stakeholders, in formulating more inclusive and ethical policies. It is hoped that this study will provide insight into improving policies at Az-Zainiyah Nahdatul Wathan Middle School, taking into account the demands of an independent curriculum and religious values, human rights and social justice. Ethical dilemmas arise in several aspects, including: first, the tension between maintaining the traditional values of Islamic boarding schools and integration with a more secular, independent curriculum. Second, the difference between policies set by the government and the specific culture of Islamic boarding schools. Third, there is an impact on the implementation of the independent curriculum in schools which has not been optimal.

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