Abstract

This research discusses integrating wasaṭiyyah values into the curriculum of modern Islamic boarding schools in Central Sulawesi. This research examines two problems, namely wasaṭiyyah values incorporated in the modern Islamic boarding school curriculum and the approach used in integrating these wasaṭiyyah values. This research uses a qualitative case study method. The data was collected through direct food observations, in-depth interviews with several informants, and document analysis. Data were analyzed using a thematic approach that focused on the main themes that emerged during data analysis. The research findings reveal that wasaṭiyyah values are integrated with both Islamic boarding schools based on the values developed by the Indonesian Ulema Council. These values include Tawassuṭ, Tawāzun, I'tidāl, Tasāmuḥ, Musāwāh, Shūrā, Islāh, Awlawiyyah, Taṭawwur wa ibtikār, and Tahaddur. The integration process also includes other values related to the five soul values that underlie the life of the two Islamic boarding schools. Integrating wasaṭiyyah values in the two Islamic boarding schools was done through a contributive-cultural, integrated-intra-curricular, textual-additive, and contextually applicable approach. Wasaṭiyyah values are integrated into the curriculum through the Prescribed/intended curriculum, also called the core curriculum and Hidden Curriculum. Site 1 (Modern Darussalam Gontor Campus 11 Ittihadul Ummah Poso) adds the Tested curriculum type. The theoretical implication of this research is a deeper understanding of the interaction between tradition and modernity in Islamic education, especially in modern Islamic boarding schools.

Keywords:

Integration, wasathiyah, Islamic boarding school, curriculum

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