Corak Kurikulum Madrasah Sunni: Studi di MTS Jamiyatul Washliyah dan MTS Al-Muhajirin Antang Kapuas

Abstract

The development of contemporary Islamic education demands a madrasa curriculum that is not only oriented towards academic achievement, but also towards the formation of religious character and religious moderation in students. In the context of Sunni madrasas, the integration of Islamic values ​​with a humanistic and contextual learning approach is important to strengthen religious identity while fostering a tolerant and inclusive attitude. This article aims to analyze the characteristics of the Sunni madrasa curriculum implemented at MTs Jamiyatul Washliyah and MTs Al-Muhajirin Antang, Kapuas Regency, specifically in the integration of Islamic values, humanistic learning, and the formation of student character. This article used a qualitative approach with field research. Data were obtained through interviews with madrasa principals and teachers, observations of learning activities, and studies of curriculum documents. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions with validation using source triangulation. The results indicates that the Sunni madrasa curriculum in both institutions is oriented towards the formation of morals, instilling the value of compassion, and strengthening the value of religious moderation. At MTs Jamiyatul Washliyah, the integration of curriculum values ​​is evident in the love-based learning and character assessment system, while at MTs Al-Muhajirin Antang, religious practices such as recitation of the Koran, daily prayers, and religious study groups are emphasized as a means of character formation. A key finding of this study is that the internalization of religious values ​​occurs more effectively through madrasa culture and daily social interactions than through formal learning alone. Implications: This article emphasizes that the development of a Sunni madrasa curriculum requires integrating formal learning with religious practices and a humanistic and contextual school culture to shape student character.