Implementasi Kurikulum Diniyah Formal dalam Meningkatkan Pemahaman Keagamaan Santri

Abstract

Penelitian kualitatif deskriptif ini menganalisis implementasi Kurikulum Diniyah Formal (KDF) di pesantren untuk meningkatkan pemahaman keagamaan santri. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan KDF diterapkan secara terstruktur melalui jenjang I’dad, Wustha, dan Ulya dengan fokus penguasaan ilmu keislaman serta kitab kuning. Proses pembelajaran memadukan metode konvensional (sorogan dan bandongan) dengan pendekatan modern seperti Problem Based Learning. Sistem evaluasi dilakukan melalui ujian syafahi (lisan), tahriri (tertulis), dan khataman. Faktor pendukung KDF meliputi regulasi kuat, dukungan lembaga, tenaga pendidik, masyarakat, dan pemerintah. Namun, terdapat hambatan seperti keterbatasan sarana, perbedaan kemampuan santri, kompetensi pedagogik guru, serta manajemen lembaga yang belum optimal.Kesimpulannya, diperlukan inovasi pembelajaran yang adaptif dan peningkatan kompetensi pendidik. Upaya ini penting agar implementasi KDF dapat meningkatkan pemahaman keagamaan santri secara lebih efektif dan relevan dengan perkembangan zaman.

This descriptive qualitative study analyzes the implementation of the Formal Diniyah Curriculum (KDF) in Islamic boarding schools to enhance students' religious understanding. Data was collected through interviews, observations, and documentation. The findings reveal that KDF is systematically implemented across three educational levels—I’dad, Wustha, and Ulya—focusing on mastering Islamic sciences and classical texts (kitab kuning). The learning process integrates conventional methods like sorogan and bandongan with modern approaches such as Problem-Based Learning. Evaluation is conducted through syafahi (oral) exams, tahriri (written) tests, and khataman. Key supporting factors include strong regulations, institutional support, qualified educators, and community and government backing. However, obstacles remain, including limited infrastructure, diverse student capabilities, gaps in teachers' pedagogical competence, and suboptimal institutional management. In conclusion, adaptive learning innovations and enhanced teacher competence are essential. These measures are crucial to optimizing KDF's effectiveness in developing students' religious understanding while keeping it relevant to contemporary challenges.