Curriculum Innovation in Pesantren Based Madrasah: Institutional Culture, Character Formation, and Critical Thinking Development.

Abstract

This study aims to analyze curriculum innovation in a pesantren-based madrasah, focusing on institutional culture, character formation, and the development of students’ critical thinking skills. Employing a qualitative design with an institutional ethnography approach, the research was conducted at Madrasah Tsanawiyah Al-Khoirot, affiliated with Pondok Pesantren Al-Khoirot in Malang. Data were collected through in-depth interviews, participant observation, and document analysis. The findings reveal three major themes. First, the madrasah implements an integrative curriculum model in which integration goes beyond adding religious subjects; it emphasizes value internalization through habituation, teacher kiai role modeling, and a structured school–boarding continuum. Second, teachers experience a role transformation as moral models, spiritual mentors, and cultural transmitters. Third, the curriculum contributes to students’ religious character strengthening, high discipline, the integration of moral reasoning into academic learning, and the development of a strong yet adaptive religious identity. Overall, MTs Al-Khoirot demonstrates a hybrid curriculum model that bridges the dichotomy between religious and general education through institutional culture and pesantren-based pedagogy, fostering holistic character and critical thinking development.