Integrated Curriculum Management Based on School Culture as a Strategy for Strengthening Character Education in Integrated Islamic Schools
Abstract
This study aims to analyse integrated curriculum management grounded in school culture as a strategy for strengthening character education in Integrated Islamic Schools. The research was conducted at Raudhatul Ulum and Menara Fitrah Integrated Islamic Junior High Schools in Ogan Ilir Regency, involving 18 participants selected purposively based on their roles in curriculum and character education programmes. Participants included of school principals, vice principals for curriculum and student affairs, teachers, guidance and counselling (BK) teachers, and programme coordinators. Demographically, they ranged in age from 30 to 55 years, consisted of both male and female educators, and had professional experience between 5 and 25 years. A descriptive qualitative approach was employed. Data were collected through in depth interviews, observations, and document analysis, and validated using source and method triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldana. The findings show that school culture based integrated curriculum management is implemented through planning, organizing, implementing, and controlling. Character education is embedded in classroom learning, extracurricular activities, habituation practices, and school culture. The promoted values include religiousness, discipline, social care, independence, and creativity. The study concludes that integrating school culture into curriculum management provides a systematic and sustainable strategy for strengthening character education.
Keywords
Full Text:
PDFReferences
Arthur, J., Krisstjansson, K., Harrison, T., Sanderse, W., & Wright, D. (2016). Teaching character and virtue in schools. Routledge. https://doi.org/10.4324/9781315695013
Brown, M., McGrath, R. E., Bier, M. C., Johnson, K., & Berkowitz, M. W. (2023). A comprehensive meta-analysis of character education programs. Journal of Moral Education, 52(2), 119-138. https://doi.org/10.1080/03057240.2022.2060196
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416. . ttps://doi.org/10.1111/cdev.12739
Drake, S. M. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/APJER.2018.1.1.03
Hermino, A., & Arifin, I. (2020). Contextual character education for students in the senior high school. European Journal of Educational Research, 9(3), 1009-1023. https://doi.org/10.12973/eu-jer.9.3.1009
Izzah, I., Mulyadi, M., Walid, M., Padil, M., & Wahyudin, A. (2024). Strategic Management of Schools for Excellence: Integrating Quality Culture and Character Development in Leading Educational Institutions. AL-ISHLAH: Jurnal Pendidikan, 16(4), 4654-4668. https://doi.org/10.35445/alishlah.v16i4.5953
Kristjansson, K. (2018). Virtuous emotions. Oxford University Press.
Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84-96. https://doi.org/10.1016/j.tate.2019.02.001
Lukman, Marsigit, Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H., C., A., & Putranta, H. (2021). Effective teachers personality in strengthening character education. International Journal of Evaluation and Research in Education, 10(2), 512–521. https://doi.org/10.11591/ijere.v10i2.21629
Mickan, P. (2018). A social semiotic perspective on language teaching: Why context matters. In Researching Chinese Language Education (pp. 46-58). Routledge.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Navaridas,N., F., Clavel-San E., M., Fernández-Ortiz, R., & Arias-Oliva, M. (2020). The strategic influence of school principal leadership in the digital transformation of schools. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2020.106481
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing.
Pike, M. A., Hart, P., Paul, S. A. S., Lickona, T., & Clarke, P. (2021). Character development through the curriculum: teaching and assessing the understanding and practice of virtue. Journal of Curriculum Studies, 53(4), 449-466. https://doi.org/10.1080/00220272.2020.1755996
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. doi:10.3390/rel9110335
Shaked, H. (2023). How organizational management supports instructional leadership. Journal of Educational Administration, 61(1), 60-77. https://doi.org/10.1108/JEA-07-2022-0101
Simanjuntak, M. B., Suseno, M., Setiadi, S., Lustyantie, N., & Barus, I. R. G. R. G. (2022). Integration of curricula (curriculum 2013 and cambridge curriculum for junior high school level in three subjects) in pandemic situation. Ideas: Jurnal Pendidikan, Sosial, dan Budaya, 8(1), 77-86.
Singh, B. (2019). Character education in the 21st century. Journal of Social Studies (JSS), 15(1), 1-12. https://doi.org/10.21831/jss.v15i1.25226
Syamilah, I. (2024). Integrated Islamic-Based Curriculum Management Pattern at the Integrated Islamic Elementary School, Menara Fitrah, Ogan Ilir Regency. Fahima, 3(2), 210-222. DOI: https://doi.org/10.54622/fahima.v3i2.215
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and teacher education, 63, 346-355. https://doi.org/10.1016/j.tate.2017.01.010
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://doi.org/10.54675/ASRB9182
UNESCO. (2023). Mainstreaming social and emotional learning in education systems: A policy guide. UNESCO.
DOI: https://doi.org/10.31764/paedagoria.v17i2.38373
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Izzah Syamilah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Fakultas Keguruan & Ilmu Pendidikan | Universitas Muhammadiyah Mataram.
_______________________________________________
 |
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan |
______________________________________________
CURRENT INDEXING:
EDITORIAL OFFICE: