Integrated science-islamic curriculum management strategy

Nurhadi, Muhammad, Suprayogo, Imam, Mulyono, Mulyono ORCID: https://orcid.org/0000-0002-4509-7390 and Marfuah, Siti (2026) Integrated science-islamic curriculum management strategy. INTEGRATED SCIENCE-ISLAMIC CURRICULUM MANAGEMENT STRATEGY, 7 (2). pp. 186-199. ISSN 2715-0399

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Abstract

The dichotomy between science and Islam remains a fundamental issue in Islamic education, necessitating a curriculum management strategy capable of holistically integrating the two. This study aims to analyze the concept, implementation, and implications of an integrated science and Islam curriculum management strategy in realizing graduates with Ulul Albab character at the Faculty of Islamic Studies (FITK) of UIN Maulana Malik Ibrahim Malang. This study uses a qualitative approach with a case study type. Data collection techniques were carried out through in-depth interviews, observation, and documentation studies. Data analysis used the interactive model of Miles, Huberman, and Saldana which includes data condensation, data presentation, and conclusion drawing, while data validity was carried out through triangulation of sources and techniques. The results of the study indicate that the curriculum management strategy underwent a transformation from a dichotomous paradigm to a monotheism-based integration through three phases, namely pre-integration, transition, and post-integration which emphasizesembedded integrationbased on Ulul Albab's values and nurturing effect. The curriculum implementation takes place holistically throughvalue-based curriculum, hidden curriculum, digital technology-based learning, RPS integration, Islamic academic culture, Ma'had development, and institutional strengthening based on the Tree of Knowledge paradigm. The implications of curriculum implementation show the formation of Ulul Albab characters through the integration of dhikr, thinking, and good deeds that build spiritual awareness, integrative thinking skills, noble morals, social responsibility, and ethical use of technology. Thus, the integrated curriculum is able to produce graduates who have spiritual depth, breadth of knowledge, noble morals, and professional maturity in an adaptive and sustainable manner according to the demands of contemporary Islamic education, although it still requires systemic strengthening so that its implementation is more equitable and consistent.

Item Type:	Journal Article
Keywords:	curriculum management; embedded integration
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Islamic Education Management
Depositing User:	Dr. H. Mulyono, MA.
Date Deposited:	23 Sep 2026 08:34

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