Implementation of an Integrated Curriculum to Strengthen Students’ Character at SMP IT Al Azhar Boarding School Balikpapan

Abstract

This study aims to analyze the planning, implementation, and evaluation of the Operational Curriculum at SMP IT Al Azhar Boarding School Balikpapan. Specifically, it examines the integration of the Merdeka Curriculum with the Islamic boarding school curriculum, the implementation of Deep Learning based on the 3M framework (Understanding, Applying, and Reflecting) supported by Information and Communication Technology (ICT), character development through a 24-hour boarding school system, and the effectiveness of multi-stakeholder strategic partnerships. This study employed a qualitative approach using a case study design. Data were collected through passive participant observation, in-depth interviews, and document analysis conducted over six sessions. Research informants were selected through purposive sampling and included the principal, vice principal for curriculum affairs, subject teachers, dormitory supervisors (musyrif), students, and representatives of strategic partners. Data trustworthiness was ensured through source and methodological triangulation, while data were analyzed interactively through data collection, reduction, presentation, and conclusion drawing. The findings indicate that the integration of the Merdeka Curriculum and the Islamic boarding school curriculum, rooted in the scholarly tradition (sanad) of Al-Amien Prenduan Islamic Boarding School, was successfully harmonized within a holistic 24-hour educational system. Furthermore, the implementation of ICT-supported Deep Learning based on the 3M framework was found to enhance students’ higher-order thinking skills (HOTS) and metacognitive awareness. Consistent religious practices and continuous dormitory supervision strengthened the achievement of the eight dimensions of the Graduate Profile. Additionally, strategic partnerships with Al-Amien Prenduan Islamic Boarding School, the Indonesian National Armed Forces (TNI), and Teritip Community Health Center contributed significantly to the quality of Islamic education, student discipline, and students’ health and well-being.