Hibridisasi Manajemen Pendidikan Islam: Integrasi Kurikulum Kolaboratif di Pesantren

Abstract

This study aims to formulate a hybridization model of Islamic education management through the integration of a collaborative-based curriculum in pesantren, responding to the dual challenge of preserving traditional Islamic values while adapting to contemporary educational demands. The research employs a qualitative approach with a case study design, drawing on empirical findings from multiple pesantren that have implemented collaborative curriculum models. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed using thematic analysis following the Miles and Huberman interactive model. The findings reveal that hybridization of educational management contributes to the emergence of participatory collaborative governance structures, the development of adaptive living curricula that integrate classical Islamic texts (kitab kuning) with national and modern curricula, and the repositioning of teachers as knowledge brokers within collaborative learning networks. Furthermore, students demonstrate enhanced competencies that integrate religious understanding, collaborative skills, and contextual awareness. The study also identifies a dynamic interplay between traditional authority and open collaboration, which is continuously negotiated through adaptive institutional processes. The hybridization model effectively bridges the dichotomy between salafi (classical) and khalafi (modern) educational approaches, supported by balanced curriculum planning, implementation, and evaluation systems. This research contributes to the development of hybridization as an integrative theoretical framework in Islamic education management that bridges tradition and innovation in a sustainable manner.