Managing Curriculum Development in Islamic Boarding Schools: Integrating Faith and Pedagogical Values

Zuhair Mubarrak  Hazaa; Dinda Puteri  Rezeki; Khairul  Ameer; Candra  Wijaya; Rahmat  Hidayat

Zuhair Mubarrak Hazaa Ar-Raudlatul Hasanah College of Islamic Education Medan / Faculty of Education and Teacher Training, Doctoral Program in Islamic Education Management, Universitas Islam Negeri Sumatera Utara, Indonesia
Dinda Puteri Rezeki Faculty of Education and Teacher Training, Doctoral Program in Islamic Education Management, Universitas Islam Negeri Sumatera Utara, Indonesia
Khairul Ameer Faculty of Education and Teacher Training, Doctoral Program in Islamic Education Management, Universitas Islam Negeri Sumatera Utara, Indonesia
Candra Wijaya Faculty of Education and Teacher Training, Doctoral Program in Islamic Education Management, Universitas Islam Negeri Sumatera Utara, Indonesia
Rahmat Hidayat Faculty of Education and Teacher Training, Doctoral Program in Islamic Education Management, Universitas Islam Negeri Sumatera Utara, Indonesia

Keywords: Curriculum Development, Values, Pesantren

Abstract

This study examines curriculum needs in Islamic boarding schools through a qualitative needs analysis approach grounded in in depth interviews with key educational stakeholders. Participants included teachers students curriculum division staff and institutional leaders who are directly involved in curriculum enactment and decision making within the pesantren system. The study aims to explore how curriculum needs are experienced and articulated across different roles and to identify shared priorities that can inform value oriented curriculum development. Data were analyzed thematically to capture recurring patterns of needs embedded in everyday educational practices. The findings reveal that curriculum needs in Islamic boarding schools are systemic and relational rather than technical in nature. Participants consistently emphasized the importance of meaningful integration of Islamic values across subjects pedagogical flexibility learning relevance and coherent evaluation practices. These needs reflect a shared aspiration to maintain Islamic identity while responding to contemporary educational demands. The study concludes that a needs driven and participatory approach provides a robust foundation for curriculum reform in Islamic boarding schools by aligning curriculum development with lived experiences institutional values and future oriented educational goals.

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