Khabib Syarifudin

Managing Curriculum Innovation to Enhance Education Quality at MA Tahfidz Al-Qur’an Banyuwangi

Introduction

Managing curriculum innovation to enhance education quality at ma tahfidz al-qur’an banyuwangi. Explore curriculum innovation at MA Tahfidz Al-Qur’an Banyuwangi. Discover how integrating national and tahfidz programs with transformative leadership enhances education quality.

Abstract

Purpose of the study: This study examines the management of curriculum innovation aimed at improving the quality of education at MA Tahfidz Al-Qur'an Sumbermulyo Pesanggaran Banyuwangi, focusing on the integration of the national curriculum with tahfidz programs. Methodology: A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation. Analysis followed the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing. Main Findings: The study revealed two key findings: (1) successful integration of the national curriculum with the tahfidz program, resulting in a balanced model of academic and spiritual education; and (2) the influence of transformative leadership in fostering a culture of innovation and collaboration. These elements significantly enhance educational quality and institutional identity. Novelty/Originality: This research introduces a distinctive model of curriculum integration that aligns national education standards with tahfidz programs in Islamic schools. It proposes a practical framework demonstrating how visionary leadership and contextual innovation can synergistically advance both academic excellence and spiritual character development

Review

This study addresses a highly pertinent topic within Islamic education, focusing on how curriculum innovation can be effectively managed to enhance education quality at MA Tahfidz Al-Qur’an Banyuwangi. The stated purpose, to examine the integration of the national curriculum with tahfidz programs, is clearly defined and relevant, especially in contexts where schools strive to balance traditional religious education with contemporary academic standards. The methodology, employing a qualitative approach with a case study design, is well-suited for an in-depth exploration of such a complex institutional process, utilizing robust data collection techniques including interviews, participatory observation, and documentation, analyzed through the Miles and Huberman model. The main findings present compelling insights into successful educational reform. Firstly, the research highlights the achievement of a balanced model through the effective integration of the national curriculum with tahfidz programs, which is a significant practical outcome for institutions grappling with similar challenges. This demonstrates a pathway for holistic student development, combining academic rigor with spiritual character. Secondly, the identification of transformative leadership as a critical factor in cultivating a culture of innovation and collaboration is invaluable. These findings collectively underscore the multifaceted nature of educational quality enhancement, linking strategic curriculum design with effective leadership practices. The paper's novelty lies in its practical framework for curriculum integration, offering a distinctive model that successfully bridges national education standards with the specific demands of tahfidz programs in Islamic schools. This contribution is particularly significant as it moves beyond theoretical discussions to present a tangible example of how visionary leadership and contextual innovation can synergistically advance both academic excellence and spiritual character development. The research, therefore, provides valuable insights for educators, policymakers, and school administrators looking to implement similar innovative curriculum management strategies to improve educational quality and foster strong institutional identities within religious educational settings.

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