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Abstract
Telaah kurikulum merupakan langkah penting dalam upaya meningkatkan kualitas pendidikan di Indonesia. Penelitian ini bertujuan untuk menganalisis Kurikulum Madrasah 2019 pada tingkat Madrasah Tsanawiyah (MTs) dari berbagai aspek, termasuk landasan filosofis, struktur, dan implementasi di lapangan. Dengan menggunakan pendekatan kualitatif-deskriptif, data diperoleh melalui studi dokumen resmi, wawancara dengan pendidik, serta observasi pelaksanaan kurikulum. Hasil penelitian menunjukkan bahwa Kurikulum Madrasah 2019 memiliki keunggulan dalam memadukan nilai-nilai keislaman dengan kompetensi abad ke-21, seperti keterampilan berpikir kritis, kolaborasi, dan kreativitas. Namun, implementasinya masih menghadapi beberapa kendala, seperti kurangnya pelatihan guru, minimnya sumber daya pendukung, serta tantangan dalam integrasi teknologi di lingkungan madrasah. Penelitian ini merekomendasikan penguatan kapasitas pendidik melalui pelatihan berkelanjutan, peningkatan fasilitas pembelajaran, dan penyusunan panduan teknis yang lebih rinci untuk mendukung keberhasilan implementasi kurikulum. Studi ini memberikan kontribusi dalam memperkaya wacana pengembangan kurikulum madrasah sekaligus menjadi referensi bagi pengambil kebijakan dan praktisi pendidikan untuk melakukan evaluasi dan inovasi lebih lanjut.
Curriculum review is a critical step in improving the quality of education in Indonesia. This study aims to analyze the 2019 Madrasah Curriculum at the Madrasah Tsanawiyah (MTs) level from various aspects, including its philosophical foundations, structure, and implementation in practice. Using a qualitative-descriptive approach, data were collected through official document analysis, interviews with educators, and observations of curriculum implementation. The findings reveal that the 2019 Madrasah Curriculum excels in integrating Islamic values with 21st-century competencies, such as critical thinking, collaboration, and creativity. However, its implementation faces several challenges, including insufficient teacher training, limited supporting resources, and difficulties in integrating technology within madrasah environments. This study recommends enhancing educators' capacities through continuous professional development, improving learning facilities, and preparing more detailed technical guidelines to support successful curriculum implementation. This study contributes to enriching the discourse on madrasah curriculum development and serves as a reference for policymakers and education practitioners to conduct further evaluations and innovations.
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