Bridging The Divide: Implementing Quranic-Based Integrative Learning At Min 2 Liwa A Case Study
DOI:
https://doi.org/10.58988/almubtadi.v4i1.1210Keywords:
Curriculum Integration, Educational Quality, Integrative Education, Islamic Pedagogy, Quranic PerspectiveAbstract
Access to quality education remains a challenge, particularly in balancing scientific knowledge with religious values. This study examines the implementation of integrative Islamic education at MIN 2 Liwa, West Lampung, through a qualitative field research approach. Data were collected through semi-structured interviews, direct observations, and documentation, and then analyzed using both deductive and inductive methods to develop a comprehensive understanding of the pedagogical landscape at the research site. The novelty of this study lies in its in-depth exploration of how a state Islamic elementary school in a specific local context integrates the national general curriculum with religious education within a Quranic perspective, an approach rarely documented empirically at the primary level of public Islamic schooling. Findings indicate that MIN 2 Liwa can align the national general curriculum with the religious curriculum mandated by the Ministry of Religious Affairs. The instructional process, framed by a Quranic perspective, emphasizes active engagement through reading, memorization, and practical application. The teacher’s role emerges as critical, serving not only as a facilitator of cognitive objectives but also as a model of sincerity and patience. This study offers preliminary evidence that an integrative approach can create a learning environment that balances academic rigor with spiritual development, although the model’s effectiveness still requires testing in broader contexts. The insights gained may serve as a practical reference framework for Islamic educational institutions seeking to optimize curriculum integration, with the caveat that pedagogical success depends heavily on the synergy between curriculum structure and educators' commitment to holistic student development.
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