MANAJEMEN KURIKULUM PESANTREN DALAM MENANAMKAN PANCA JIWA PONDOK PADA SANTRI PONDOK PESANTREN DARUL FALAH

Ana, Mega Selviani (2026) MANAJEMEN KURIKULUM PESANTREN DALAM MENANAMKAN PANCA JIWA PONDOK PADA SANTRI PONDOK PESANTREN DARUL FALAH. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Manajemen kurikulum pesantren dalam menanamkan Panca Jiwa Pondok pada santri Pondok Pesantren Darul Falah, yang meliputi aspek perencanaan, pengorganisasian, pelaksanaan, dan evaluasi kurikulum. Panca Jiwa Pondok yang meliputi keikhlasan, kesederhanaan, kemandirian, ukhuwah Islamiyah, dan kebebasan yang bertanggung jawab diposisikan sebagai ruh pendidikan yang diintegrasikan ke dalam seluruh aktivitas pembelajaran, ibadah, dan kehidupan sehari-hari santri. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif dan metode studi kasus, dengan subjek penelitian meliputi kyai, ustadz, pengurus pesantren, dan santri. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi, disertai uji keabsahan melalui triangulasi, member checking, dan audit trail. Hasil penelitian menunjukkan bahwa perencanaan kurikulum di Pondok Pesantren Darul Falah dilakukan secara partisipatif oleh pimpinan pondok, dewan ustadz, dan pengurus, dengan mengintegrasikan kurikulum nasional dan kurikulum khas pesantren berbasis Panca Jiwa Pondok. Pengorganisasian kurikulum mencakup pembagian peran, pengaturan jadwal, dan pengelolaan kegiatan intrakurikuler, kokurikuler, dan ekstrakurikuler yang seluruhnya diarahkan untuk internalisasi nilai keikhlasan, kesederhanaan, kemandirian, ukhuwah, dan kebebasan yang bertanggung jawab. Pelaksanaan kurikulum tampak dalam pembelajaran kitab kuning, pendidikan formal, kegiatan ibadah berjamaah, organisasi santri, dan pembiasaan harian yang secara konsisten menumbuhkan karakter santri sesuai Panca Jiwa Pondok. Evaluasi dilakukan secara berkelanjutan, tidak hanya pada aspek kognitif, tetapi juga pada sikap dan perilaku santri, dengan indikator berupa kedisiplinan, tanggung jawab, kemampuan hidup sederhana, kemandirian, dan kualitas hubungan sosial antarsantri. Penelitian ini menyimpulkan bahwa manajemen kurikulum yang terencana, terorganisasi, terimplementasi, dan terevaluasi dengan baik berperan signifikan dalam keberhasilan penanaman Panca Jiwa Pondok, serta merekomendasikan penguatan sistem evaluasi karakter dan pengembangan berkelanjutan kurikulum berbasis nilai di pesantren ABSTRACT This study examines Islamic boarding school curriculum management in instilling the Panca Jiwa Pondok (Five Core Values of the Islamic Boarding School) among students at Darul Falah Islamic Boarding School, focusing on the aspects of curriculum planning, organization, implementation, and evaluation. The Panca Jiwa Pondok, consisting of sincerity (ikhlas), simplicity, self-reliance, Islamic brotherhood (ukhuwah Islamiyah), and responsible freedom, serves as the spirit of education and is integrated into all learning activities, religious practices, and the daily lives of the students. This study employed a qualitative approach using a descriptive case study method. The research participants consisted of the kyai (Islamic boarding school leader), ustadz (teachers), boarding school administrators, and students. Data were collected through observation, in-depth interviews, and documentation. The data were analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data display, and conclusion drawing and verification. The trustworthiness of the data was ensured through triangulation, member checking, and an audit trail. The findings reveal that curriculum planning at Darul Falah Islamic Boarding School is conducted collaboratively by the boarding school leadership, the council of ustadz, and the administrators through the integration of the national curriculum and the pesantren-specific curriculum based on the Panca Jiwa Pondok. Curriculum organization includes the distribution of roles and responsibilities, scheduling, and the management of intracurricular, cocurricular, and extracurricular activities, all of which are directed toward internalizing the values of sincerity, simplicity, self-reliance, Islamic brotherhood, and responsible freedom. Curriculum implementation is reflected in the study of classical Islamic texts (kitab kuning), formal education, congregational worship, student organizations, and daily habituation practices that consistently cultivate students' character in accordance with the Panca Jiwa Pondok. Curriculum evaluation is conducted continuously, assessing not only students' cognitive achievement but also their attitudes and behaviors through indicators such as discipline, responsibility, the ability to live simply, self-reliance, and the quality of social relationships among students. This study concludes that curriculum management that is systematically planned, well organized, effectively implemented, and continuously evaluated plays a significant role in the successful internalization of the Panca Jiwa Pondok. Furthermore, the study recommends strengthening character evaluation systems and promoting the continuous development of value-based curricula in Islamic boarding schools

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