Madrasah Curriculum Planning Model to Enhance Learning Relevance
DOI:
https://doi.org/10.70287/epistemic.v5i3.630Keywords:
curriculum planning, madrasah, 21st-century skills, technology integration, religious educationAbstract
Madrasah education in Indonesia faces challenges in integrating religious education with 21st-century skills relevant to workforce demands. This study aims to analyze curriculum planning at MTs Negeri 2 Bandung Barat in response to evolving educational landscapes and its relevance to student learning needs. A qualitative descriptive approach with a case study design was employed. Data were collected through semi-structured interviews with 20 participants, classroom observations in 12 sessions, and document analysis of 25 curriculum documents. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, with trustworthiness ensured through triangulation, member checking, and peer debriefing. The findings reveal that curriculum planning is collaborative but hierarchical, with limited involvement from students, parents, and industry partners. Integration of religious and general knowledge remains inconsistent and teacher-dependent. Technology integration is constrained by infrastructure limitations and varying teacher competence. Implementation of 21st-century skills is partial, and assessment practices remain cognitively dominated. Key challenges include infrastructure limitations, teacher competence gaps, time constraints, and lack of industry involvement. Supporting factors include leadership commitment, teacher collaboration, and parental support. The study implies that meaningful curriculum transformation requires systematic approaches to integration, sustained investment in teacher capacity and infrastructure, and strengthened stakeholder partnerships.
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