IMPLEMENTING THE MUADALAH CURRICULUM AT PONDOK PESANTREN AL-MUJTAMA’ AL-ISLAMI LAMPUNG SELATAN: CHALLENGES AND ACHIEVEMENTS IN ARABIC, TAHFIZH, AND FIQH EDUCATION

Abstract

This study examines the implementation of the Muadalah curriculum at Pondok Pesantren Al-Mujtama’ Al-Islami Lampung Selatan, focusing on Arabic, Tahfizh, and Fiqh subjects in the 6th-grade KMI class. The Muadalah curriculum integrates traditional Islamic education with formal academic studies, aiming to produce well-rounded students who are proficient in language skills, Quran memorization, and Islamic law. Through a descriptive qualitative approach, data were collected through interviews, observations, and document analysis. The results show that the curriculum is effectively implemented in three phases: planning, execution, and evaluation. The students displayed significant progress in mastering Arabic and memorizing the Quran, with some completing up to 5 Juz. However, challenges remain in the Fiqh subject, particularly in understanding complex Arabic texts. Factors supporting the implementation include competent educators, adequate facilities, and strong institutional support, while challenges involve student motivation and language proficiency in Fiqh. This study concludes that while the Muadalah curriculum has led to positive academic and spiritual outcomes, addressing the challenges of Arabic proficiency and enhancing student motivation are essential for improving its overall effectiveness. The findings of this study contribute to the broader understanding of curriculum integration in Islamic boarding schools (pesantren) and provide insights for future improvements.