Implementasi manajemen kurikulum dalam meningkatkan mutu santri

Mulyana, Eka Herna (2019) Implementasi manajemen kurikulum dalam meningkatkan mutu santri. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA : Pondok Pesantren Al-Falah II merupakan lembaga pendidikan informal yang didirikan oleh KHQ. Ahmad Syahid pada tahun 1993, merupakan perluasan dari Al-Falah I Cicalengka yang berada dibawah Yayasan Asyahidiyah. Menerapkan program tahfidz, takhosus dan umum. Dan berorientasi kepada pendalaman Al-Qur’an dan kitab-kitab kuning lainnya. Tujuan penelitian ini adalah untuk mendeskripsikan (1) kondisi objektif, (2) perencanaan kurikulum, (3) pengorganisasian kurikulum, (4) pelaksanaan kurikulum (5) evaluasi kurikulum, (6) faktor pendukung dan penghambat implementasi kurikulum, dan (7) hasil implementasi manajemen kurikulum di Pondok Pesantren Al-Falah II Nagreg Kabupaten Bandung. Penelitian ini bertolak pada pemikiran bahwa untuk mencapai suatu tujuan kurikulum pesantren yang efektif dan efisien perlu adanya pengelolaan manajemen yang baik agar terkelola secara sistematis melalui 1) perencanaan, 2) pengorganisasian, 3) pelaksanaan, dan 4) evaluasi. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumentasi. Analisis data dilakukan melalui unitisasi, kategorisasi dan penafsiran yang bertujuan untuk menafsirkan secara deskripsi semata-mata. Adapun uji absah data dilakukan dengan perpanjangan keikutsertaan, ketekunan pengamatan, triangulasi, pengecekan sejawat, pengecekan anggota dan uraian rinci. Hasil penelitian menunjukkan bahwa (1) kondisi objektif Pondok Pesantren Al-Falah II yang berkaitan dengan sejarahsingkat, letak geografis, visi, misi, dan tujuan, dan kondisi sumber daya manusia. (2) perencanaan kurikulum dilakukan dengan menyusun jadwal pelajaran, pengaturan tugas dan kewajiban pendidik dan program kegiatan pondok pesantren.(3) pengorganisasian kurikulum yang dimulai dari penyusunan jadawal pelajaran,pengaturan tugas dan kewajiban pendidik, dan program kegiatan, (4) pelaksanaan kurikulum yaitu dengan dengan merealisasikn semua program yang telah direncanakan didasarkan pada aspek pelaksanaan bahan/materi pembelajaran, metode pembelajaran, sarana dan prasarana pembelajaran, dan sistem penilaian pembelajaran.(5) evaluasi di Pondok Pesantren Al-Falah II Nagreg dilakukan setiap 6 bulan sekali/semester. Evaluasi tersebut meliputi evaluasi tujuan, metode, isi/materi dan program penilaian (6) faktor pendukung yaitu dari lingkungan Pondok Pesantren dan faktor penghambatnya yaitu terkait dengan perbedaan latar belakang santri dan sarana prasarana berupa ruangan belajar yang harus ditambah lagi (7) hasil dari manajemen kurikulum ialah ketercapaian manajemen kurikulum sesuai dengan rencana, upaya yang dilakukan terkait penyelarasan visi, dan misi yang dilihat dari banyaknya santri yang berkiprah dan berprestasi baik tingkat nasional maupun internasional. Berdasarkan hasil penelitian ini diharapkan Pondok Pesantren dapat melengkapi sarana prasana untuk proses belajar mengajar supaya pelaksanaan kurikulum dapat berjalan dengan efektif dan efisien. ENGLISH : Al-Falah II Islamic Boarding School is an informal educational institution established by KHQ. Ahmad Syahid in 1993, was an extension of Al-Falah I Cicalengka under the Asyahidiyah Foundation. Implement tahfidz, takhosus and general programs. And oriented towards the deepening of the Qur'an and other yellow books. The purpose of this study is to describe (1) objective conditions, (2) curriculum planning, (3) curriculum organization, (4) curriculum implementation (5) curriculum evaluation, (6) supporting factors and obstacles to curriculum implementation, and (7) results implementation of curriculum management at Al-Falah II Islamic Boarding School Nagreg Bandung Regency. This research is based on the idea that in order to achieve an effective and efficient pesantren curriculum goal, good management needs to be managed systematically through 1) planning, 2) organizing, 3) implementing, and 4) evaluating. The method used in this research is descriptive qualitative method. Data collection is carried out through interviews, observations, and documentation studies. Data analysis is done through unitization, categorization and interpretation which aims to interpret purely in the description. The validity test of the data is carried out by extension of participation, perseverance of observation, triangulation, peer checking, member checking and detailed description.The results showed that (1) the objective conditions of Al-Falah II Islamic Boarding School were related to short history, geographical location, vision, mission, and goals, and the condition of human resources. (2) curriculum planning is carried out by arranging lesson schedules, organizing assignments and obligations of educators and boarding school activity programs. (3) organizing the curriculum starting from preparing lesson schedules, setting tasks and obligations of educators, and program activities, (4) implementing the curriculum namely by realizing all the planned programs are based on aspects of the implementation of learning materials / learning materials, learning methods, learning facilities and infrastructure, and learning assessment systems. (5) evaluations at the Al-Falah II Islamic Boarding School in Nagreg are conducted every 6 months / semester. The evaluation includes evaluation of objectives, methods, content / material and assessment program (6) supporting factors, namely from the boarding school environment and inhibiting factors, which are related to differences in the background of students and infrastructure in the form of learning spaces that must be added again (7) results from management curriculum is the achievement of curriculum management in accordance with the plan, the efforts made related to aligning the vision and mission seen from the many students who take part and achieve both national and international levels. Based on the results of this study, it is expected that Islamic boarding schools can complement the infrastructure for teaching and learning processes so that curriculum implementation can run effectively and efficiently.

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