Multicultural Education

ISSN: 10683844
Volume 6, Issue 4, 2020
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The Implementation 2013 Curriculum And Programs Special High School

Based On Pesantren
Hendi Suhendraya Muchtar, Revita Yanuarsari, Galih Saeftian Herdiawan, Hanny Meitavany, Sutarman

Article Info Abstract

Article History High school based pesantren is a public school but its implementation is
specifically pesantren lessons. The purpose of this study was to determine
Received: the implementation of the 2013 curriculum and special programs in high
August 30, 2020 schools in Banten, to describe and analyze educational concepts based on
pesantren lessons. The method used was formulating external environmental
Accepted: analysis and internal environmental analysis, by knowing the strengths,
November 03, 2020 weaknesses, opportunities and threats, and curriculum planning, curriculum
implementation, curriculum evaluation. The conclusion of this study is that
Keywords the general education system is implementing curriculum lessons and
Implementation of 2013 specifically boarding school lessons. Learning becomes purposeful and
Curriculum, Special quality because the education system implemented follows a 24-hour
Programs, High Schools education pattern, a full day school that combines formal activities, and
pesantren activities under the guidance of teachers, principals and other
DOI: boarding supervisors.
10.5281/zenodo.4241841

I. INTRODUCTION
Education is held to enhance and develop human potential in forming a better, cultured and humane
person. The real thing is done by the government by issuing regulations and laws on the national education
system that show that. (Abdul, M., 2012). Education is a conscious and planned effort to create an atmosphere
of learning and learning process so that students actively develop their potential.
In the Act explained that the purpose of learning to be achieved is that a teacher is able to foster a
willingness in students to be able to learn to know or learn more about what is learned, (Abidin, Jonah., 2016).
Then students are able and willing to actualize the skills they have, able to coexist with others in their
environment and have mature emotional and intellectual personalities.
National education has a function to develop capabilities and shape the character and civilization of a
moral and dignified nation in the context of educating the life of the nation, which aims to develop the potential
possessed by students to become human beings who believe, and devote to God Almighty, noble , healthy,
knowledgeable, competent, creative, independent and be a democratic and responsible citizen. (Anam, Khoirul.,
2016). In the development of education in Indonesia which is developing very rapidly, one indicator is the
emergence of new schools that offer and promote various advantages in equipping students, both schools run by
the government or schools run by other private parties, which are under the auspices of the foundation or
educational institution.
Various educational institutions try to improve themselves in order to attract the sympathy of the
community students in the hope that the community entrusts their children's education to a school or the
institution they lead. (Andronache, Daniel, et al., 2015). Many parents entrust their children's education to
schools / educational institutions that offer added value in the religious field. Because it is considered to be able
to provide provisions in the effort to provide knowledge and religious knowledge in order to be a solid
foundation for their children in facing the influence of the times.
The national education system in Indonesia has 3 education channels namely formal, non-formal and
informal education. Education is complementary and enriching both the curriculum and the implementation of
the formal education pathway is a structured and tiered education path consisting of basic education, secondary
education and higher education. (Anggraeni, Mia., 2016). The majority of Indonesia's population is Muslim,
attracting the interest of many Islamic educational institutions to establish various formal education centered on
a foundation or cottage, or a formal school based on Islamic boarding schools, both under private and public
auspices. With a full day education system that is equipped with boarding and boarding schools, Islamic
boarding schools are an alternative choice for parents, because they don't have enough time to give attention and
control to their children.
Consideration and trust in educational institutions based on pesantren parents rather than schools in
formal education, especially for career parents who have a high commitment to instilling morals in their
children. (Anggraeni, N.F., 2016). Islamic boarding schools are considered capable of fortifying students from

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the negative influences of the current of globalization which presents western culture amidst normative and
cultural regulations. The pesantren as an Islamic religious education institution that grows and develops and is
recognized by the community, with a boarding school system, studies religious education through a study
system that is completely under the control and leadership of a pesantren head, the Kyai.
Pesantren educational institutions are community-based Islamic religious education institutions that carry
out religious education at all levels or levels of education or in an integrated manner with other types of
education. (Arsyad, A., 2014). The purpose of education in Islamic boarding schools is to develop the ability of
students to understand, live, and practice religious values and to shape students with character, which includes
intellectual, emotional and spiritual intelligence. The establishment of the pesantren was the first time in
Indonesia, there was no definitive information. (hasbullah., in Sham., 2014: 168).
Islamic boarding schools have developed their institutions by opening madrasa education systems, public
schools, and some have even opened vocational education systems such as agriculture, teacher training, animal
husbandry, engineering and so on. (Ali, Mohdor., 2012). The development of educational institutions in Islamic
boarding schools is carried out because Islamic boarding schools do not provide graduate certificates for
students, if indeed they are given certificates but the certificates are not recognized by the government. In
addition, the development of injuga is intended to attract the interest of the community so they want to enter and
learn through the pesantren.
The development of Education now makes education carried out by Pesantren not only study classical
books such as Arabic, interpretations, hadith, fiqh, tasawwuf and morals, but pesantren educational institutions
also establish public schools such as elementary, junior high, high school and vocational schools.
(Aunurrahman., 2014). These schools are public schools that do not have a direct relationship with religious
material. This is different from madrasa education which is under the auspices of the Ministry of Religion such
as MI, MTs, MA and MAK which are characterized by religious education.
The implementation of general education with religious education is almost equal. Banten Islamic
Boarding School High School. Is one of the many formal schools managed by the private sector, in this case is
its existence under the auspices of the boarding school. Pesantren High School was inaugurated since 2009.
(Dimyati and Mudjiono., 2015). PondokPesantren High School is located in the Pandeglang area of Banten,
which is managed by the Pesantren Foundation, which is a school located in an Islamic boarding school. As a
school that has been standardized and its existence is recognized by the government, of course it is obligatory to
follow the curriculum set by the government. However, as a school that was born in a boarding school
environment, it certainly wants to develop Islamic religious knowledge in its school environment. In addition,
the development of Islamic religious scholarship in public schools is intended to overcome the superficiality of
religious knowledge in schools within the pesantren, by incorporating religious subjects into the school
curriculum in order to confirm the existence of public schools that are characterized by Islam.
Entering the age range of 10 years, the public interest in the existence of Banten Islamic Boarding
School. Always increasing every year. (Erlinawati., 2015). This can be seen from the number of registrants
reaching 500 new students, the number far exceeds the target in each New Student Registration (PPDB), even
though only 380 students are accepted. If seen from the domicile of registrants (prospective new students), then
around 75 percent are domiciled outside Pandeglang Regency. This certainly cannot be separated from the
uniqueness that is owned by PondokPesantern Senior High School, which is in the boarding school
environment. Thus being able to meet expectations as well as boarding his son and obtain some of the benefits
of science at once, namely general science and religious knowledge, something that is very much needed in the
order of the world today.
Islamic Religious Education implemented in Banten Islamic Boarding School which includes subjects of
the Qur'an Hadith, Aqeedah Moral, NahahSorof, Fiqh and history of Islamic culture (SKI) and Arabic. (Atqia,
Qy. 2016). Islamic Religious Education and Arabic Language courses are local content curriculum developed by
schools. However, the implementation of class hours for Islamic religious education and Arabic language is not
carried out in public school hours, such as religious schools usually teaching and learning activities in
PondokPesantren High School Banten. Implemented in six active work days. The implementation of teaching
and learning activities starts from 08:00 to 12:15 with a time allocation of 45 minutes each face to face.
However, because PondokPesantren X Senior High School is in the boarding school environment, so at
12.00 the teaching and learning activities must be completed. This is because all the residents of the lodge must
follow the midday prayer in congregation in the mosque in the Pondok. (Fitroini, Rika., 2016). In addition to
intra-school activities, PondokPesantren High School also has extra-school activities aimed at developing
students' talents and interests and providing skills for future life. SMA PondokPesantren Banten already has
around 10 extracurriculars that can be selected by students according to their talents and interests, but students
are required to attend scout extracurricular activities or PMR. As a formal school in the boarding school
environment, resulting in many activities that must be carried out by students, whether formal school activities
or boarding school activities so that extracurricular activities are carried out after madin education (evening) and
every Friday.
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The existence of Banten Islamic Boarding School which implements Islamic boarding school lessons so
that careful planning and strategy is needed so that the learning process can be conveyed well to students. So
that it can produce maximum output, in accordance with the planned objectives. (Elisa, D.N., 2012). The plan is
called a special curriculum and program, which is a means to achieve the planned educational goals. The
contents of the curriculum, implementation and evaluation of the curriculum and special programs at
PondokPesantern High School are certainly different from the curriculum implementation in formal schools in
general. In implementing curriculum, good planning, implementation and evaluation are needed in order to
achieve results in accordance with the objectives. (Robert S, Z., in Sukmadinata., 2011: 4). The curriculum is a
collection of subjects that must be delivered by the teacher to be further studied by students.
The curriculum as a plan is used as a guide in the implementation of the teaching and learning process by
teachers. (Habibah, Desi., 2015). The curriculum as a setting of goals, contents, and ways of its implementation
is used as an effort to achieve national education goals. In Indonesian Education, the curriculum always changes
and develops along with the times and demands that develop in society. Curriculum changes and 1994
curriculum changes to the KBK curriculum 2004, then changed again to KTSP (2006) and the latest change is
the 2013 curriculum which has been revised in 2016. The curriculum change is basically caused by the
development of increasingly advanced times and the world of education that growing. So that the old curriculum
which still uses the old context, is feared that it cannot answer the demands of the times in finding solutions to
existing problems.
So we need a curriculum that is in accordance with the demands and developments of the times.
(Hernawati., 2015).The change in the education curriculum is more directed so that ongoing learning can
provide appropriate solutions to various problems that are developing in society. Curriculum change from 2006
to 2013 curriculum, Conceptually it is expected to be able to shape students as the next generation of the nation
who are creative, innovative, productive, characterized and have high integrity. With creativity, the nation's next
generation will be able to innovate productively to answer all the challenges of an increasingly complex future.
This is in line with the objectives of the 2013 curriculum, which is to prepare Indonesian people to have the
ability to live as individuals who are faithful, productive, creative, and effective and able to contribute to the life
of society, nation, state and world civilization. The implementation of the 2013 curriculum correctly is believed
to be able to overcome the problems of education in Indonesia.
However, there are difficulties in applying the 2013 curriculum in schools because of the limited
knowledge and insight of teachers related to the concepts of scientific learning and authentic assessment
applied. (Hidayat, Sholeh., 2013). Effective strategies in assessing attitudes and behaviors need to be
implemented so that teachers do not get caught up in difficulties when conducting assessments for all students.
The teacher can use peer assessments (one student evaluates three of his peers) as a triangulation material for
processing self-assessment, while attitude observations are made on some students who are problematic or
prominent.
Efforts to implement the 2013 curriculum in producing a productive, creative, and innovative generation
of the nation and in realizing national education goals to shape the dignified character and civilization of the
nation are highly determined by several factors, including relating to the leadership of the school principal,
teacher creativity, student activity, learning facilities and resources, a conducive academic environment and
school community participation. (Mulyasa, 2014) In order to succeed the implementation of the 2013
curriculum, independent, professional and responsible principals with strong management and leadership
capabilities are required to be able to take policies and initiatives to improve school quality.

II. METHOD

Research uses qualitative. deskriftif analyzing the focus on activities and implementation of the 2013
curriculum, and special pesantren programs in high schools in Banten based pesantren. (Sugiyono., 2013).
Describing natural events that were described by researchers about the implementation of the 2013 curriculum
and special programs in high schools in Banten. In describing and describing natural and engineering
phenomena from humans. As for obtaining data sourced from:
1. Interview an activity of communication with the respondent, the form of the interview activity of the
researcher directly with the respondent, including with the principal, head of the dormitory, teachers and
students. (Musfiqon., 2012).
2. Observation of an observation activity on the situation and condition of the school and dormitory
environment, based on the observation guidelines on this activity, the researcher makes direct
observations of the learning process activities of students, teachers and education personnel in the school
environment.
3. Data obtained from interviews and field observations, the researchers collected written documents
relating to the implementation of the 2013 curriculum and special programs of the school.
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Furthermore, data collection instruments are used as an important reference in conducting further
research. (Sugiyono., 2016). So that the focus on the problem and objectives will be examined in Banten High
School.

III.RESULTS AND DISCUSSION

1. Special Programs for Islamic Boarding Schools
The pesantren school special program is one of the oldest pesantren education managers believed to be
authentic products from the Banten community. (Ibrahim, A., 2014). Pesantren in the narrow sense is defined as
a dormitory where students or students learn to study the Koran and so on, which is also called a cottage. In a
broader sense pesantren is a place of education and teaching that emphasizes Islamic religious lessons and
dormitories as permanent residences for students. .
The curriculum that applies to special boarding school programs has a fixed program that can be
summarized into the program as follows: (Iskandar, D., and Narsim., 2015).
a. The Pesantren curriculum is intended to produce teachers and scholars
b. The basic structure of the curriculum is the teaching of religion according to its level and education in
the form of guidance to students by clerics and teachers.
c. The curriculum in special programs in pesantren schools is flexible, students can arrange their
curriculum according to their abilities.
The special program for pesantren school curriculum is well formulated. Pesantren curriculum which
includes: (1). Tawhid (2). Interpretation (3). Hadith (4). Fiqh (5). Tasawwuf (6). Arabic language (7). Akhlaq.
(Karwati, E., &Priansa, D.J., 2015). Besides that, the special characteristic of the pesantren curriculum is the
study of classical Islamic or yellow books. Characteristics of the curriculum in special boarding school
programs. Referring to the national education curriculum with a special high school curriculum program.
Special pesantren curriculum is allocated in local content or implemented through the pesantren's own policies.
The implementation of the curriculum in the division of learning time in Islamic boarding schools,
namely students learn science according to the curriculum applied in schools. the rest of the time is with solid
class hours from morning to night to review special boarding school programs. (Ministry of Education and
Culture., 2016). The curriculum for special programs in pesantren schools is a combination of Pesantren and
formal education which is expected to be able to produce quality graduates, which are reflected in an
aspirational, progressive attitude so that students can quickly adapt to various changes and can be well received
by the community. Learning methods in special boarding school programs related to Islamic boarding schools.
Learning in Pesantren is grouped into three methods namely:
a. The method of sorogan or sodoran or offered. Namely an individual learning system where students
face to face with the cleric or teacher, students submit a book to the teacher to read in front of the
cleric / teacher, so that there is mutual interaction between the two. A cleric / teacher teaches students
alternately. Implementation of learning students come together, then they queue to wait their turn.
b. The bandungan method is often referred to as halaqah, where in learning the book is read by the kyai,
while students listen to the same book, then the students listen and pay attention to the kyai's reading.
c. The weton method is interpreted periodically or timedly. Weton learning is not a daily learning, but in
faithful completion of Friday prayers.
Implementation of special boarding school programs such as: musyawarah (bahtsulmasa'il). (Komalasari,
K., 2013). This method is a learning method that is similar to the discussion method. Some students form
halaqah led directly by the kyai and religious teacher to study a predetermined problem, memorization method
(muhafazhah), democracy, the practice of ubudiyah, munawarah, mudzakarah and majlis ta'lim. Both the
curriculum and methods have been revised, and additional teaching methods include:
a. School management applies religion and general science teaching, which integrates curriculum
sourced from the Ministry of Education, Ministry of Religion and Islamic Boarding Schools.
b. Learning with an emphasis on skills development. Learning that directs the formation of students who
have appropriate skills, so that students will be formed who are independent and master of religious
knowledge.
c. Training a training system developed in a pesantren to foster knowledge and skills such as carpentry,
plantation, fisheries, cooperative management and other handicrafts.
d. Field trip is a learning method implemented where students and teachers outside the school to learn
certain things.
e. The experimental method is a learning model that involves students to conduct experiments in certain
subjects.
f. The sociodrama method is a learning method in which the teacher gives the opportunity for students
to carry out certain activities contained in community life.
g. Simulation is a method of learning that mimics or acts that are mocked in a simulation method where
students imitate according to the object played by students.
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h. Group work a method by presenting material by way of division of tasks to study a predetermined
learning group situation in order to achieve the goal.

2. Overview of Islamic Boarding School Based Curriculum

Islamic boarding school special programs are formal schools which are under the guidance of the Ministry of
Education and Culture which are completed within a period of 3 years, starting from grade 10 to grade 12.
(Kunandar., 2014). Students of special boarding school programs must choose existing specializations namely
mathematics and science and language. In the third year (class 12), students are required to take a national exam
that affects whether or not the student passes. The education system is run in Banten.
Education develops according to the needs of the times. (Kurinasih, I., and Sani, B., 2014). There is an
integrated, superior school that aims to further improve the quality of its graduates. The culture and character of
the pesantren have been adopted into the national education system. This is because the majority of Indonesian
people are Muslim, so the development and progress of education is the ideal ideals of the whole community.
The phenomenon in the emergence of leading schools today. Emerging leading schools are implementing
pesantren-based systems, which contribute to the improvement of education, especially in Banten in general in
Indonesia.
Special boarding school programs that foster students. That the pesantren-based school environment is safer
than the general school environment. (Lesmana, K.d., Dedi., Et al., 2015). Students in Islamic boarding schools
have never been involved in brawls between students as is common in public schools. The application of the
pre-eminent high school education system in boarding schools, which continues to experience growth using the
terms boarding school, boarding school, boarding school, a characteristic of the Islamic education system,
known as mondok students. In Islamic boarding school education is taught intensively in the religious sciences
to a certain degree whose product graduates can become clerics or clerics who master the field of religious
knowledge in society.

3. Curriculum 2013 and special boarding school programs

Table 1. High School Curriculum Class XII Language:
No Day Subject Information
1. Saturday Ushul Tafsir danBalagoh
2. Sunday FiqihdanNahu
3. Monday FaroiddanManhaj
4. Tuesday MustolahHadistdan Bahasa Arab
5. Wednesday AdabdanQuwaidFiqiyah
6. Thursday Qiroahdantauhid

Table 2. High School Curriculum Class XI Language:

No Day Subjects Information
1. Saturday HadistdanFiqih
2. Sunday Tauhiddan TIK danQiroah
3. Monday UsulFiqihdan Bahasa Ingrisdan Bahasa Arab.
4. Tuesday Tafsir danMatematikadanAdab
5. Wednesday Manhajdan Bahasa Indonesia
6. Thursday Nahwudanshorof

Table 3. High School Curriculum Class X Language:

No Day Subjects Information
1. Saturday Imladan Bahasa Ingris
2. Sunday Tafsir dantauhiddanFiqih
3. Monday Sastra Indonesia dan Bahasa Indonesia
4. Tuesday Manhajdanqiroah
5. Wednesday Matematikadannahwu
6. Thursday Bahasa arabdanhadist

Table 4. High School Curriculum XII Science

No Day Subjects Information
1. Saturday QowaidFiqiyah
2. Sunday Faroiddanadab.
3. Monday BalgohdanFikih
4. Tuesday UsulTafsiurdanNahwu
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5. Wednesday Manhajdan Bahasa arab

6. Thursday MustolahHadistdantauhid

Table 5. High School Curriculum XI Science

No Day Subjects Information
1. Saturday Shorofdan Bahasa Indonesia
2. Sunday Bahasa arabdan tafsir danbiuologie
3. Monday Kimia danFiqih
4. Tuesday TauhiddanFisika
5. Wednesday UsulFiqihdanmanhaj
6. Thursday MatematikadanNahwu

Table 6. High School Curriculum X Science

No Day Subjects Information
1. Saturday Fiqihdanmanhaj.
2. Sunday Bahasa IngrisdanSorofdannahwu
3. Monday TauhiddanhadistdanImla.
4. Tuesday Biologiedan Bahasa Indonesia
5. Wednesday Tafsir danMatematikadan Kimia
6. Thursday Fisikadan Bahasa Arab

Table 7. High School Curriculum Class XII Social

No Day Subjects Information
1. Saturday Geografi
2. Sunday Shorofdan Bahasa arabdansosiologie
3. Monday Manhajdanmatematikadanhadist
4. Tuesday Tafsir danekonomidannahwu
5. Wednesday Imladantauhiddan Bahasa Indonesi
6. Thursday Bahasa Ingrisdanfiqih

Table 8 High School Curriculum Class XI Social

No Day Subjects Information
1. Saturday Shorof
2. Sunday Geografidan Bahasa arabdansosiologie.
3. Monday Tafsir danmatematikadanhadist
4. Tuesday manhajdanekonomidannahwu
5. Wednesday Fiqihdantauhiddan Bahasa Indonesi
6. Thursday Bahasa IngrisdanImla.

Table 9. High School Curriculum Class X Social

No Day Subjects Information
1. Saturday Bahasa Arab.
2. Sunday Shorofdandansosiologie
3. Monday Nahwudanmatematikadanhadist
4. Tuesday Tafsir danekonomidanManhaj
5. Wednesday Imladantauhiddan Bahasa Ingris
6. Thursday Bahasa Indonesia danfiqih

Table 10. Special Class Curriculum

No Day Subjects Information
1. Saturday Bahasa Arab dansiroh
2. Sunday Fiqihdantauhid
3. Monday Imladan Bahasa Arab.
4. Tuesday AkhlakdanKhot
5. Wednesday Tahsin danshorof
6. Thursday Kamis Bahasa Arab.

4. Strategic planning
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Strategic curriculum planning and special programs for pesantren schools is a process of formulating
curriculum and special program planning, implementing curriculum and special programs, and evaluating
curriculum and special programs. (Majid, Abdul., 2013). Curriculum planning is composed of curriculum
elements consisting of objectives, content, implementation in learning, and evaluation. Demonstrate that a
specific curriculum and program must design curriculum and must be carried out with responsibility because it
must ensure that education must facilitate teaching and learning of learners in various education channels and
the development of competencies possessed by students, therefore curriculum design does not only regulate
formal education, but also regulates human development and personal growth of students.
The curriculum design can be seen from the horizontal and vertical dimensions. The horizontal
dimension deals with the preparation of the scope of curriculum content, the arrangement of the scope which is
often integrated with the teaching and learning process. (Mulyasa E., Supyan, R.S ,, Wiwik, D.A., Lubban,
A.A., 2020). The vertical dimension involves the preparation of material sequences based on the order of the
level of difficulty, and on the scope of the focus of teaching. Some curriculum design patterns are:
a. Subject centered design pattern, a curriculum design that is centered on the content or material to be
taught. Subject centered design develops from the concept of classical education that emphasizes
knowledge, values and cultural heritage of the past, and seeks to pass it on to the next generation.
(Putu, Ayu., RiskaCandrayani., et al., 2015). Because it prioritizes the content or teaching material,
the curriculum design is also called the academic curriculum subject.
b. Learner-centered design pattern, a curriculum design that prioritizes the role of students. In teaching
the learning and development of students. Educators play a role in creating teaching and learning
situations, encouraging and providing guidance in accordance with the needs of students. Learner
centered is curriculum not organized beforehand but is developed jointly by the teacher and students
in completing their learning tasks.
c. Problem centered design, curriculum design that is centered on the problems faced in society. This
design is based on philosophy that prioritizes the role of humans, the concept of education,
curriculum developers, curriculum models, that humans as social beings always live together and face
common problems that must be solved together.

5. Strategic Implementation
Implementation is a process of applying ideas, concepts and policies, innovation in the form of practical
actions so as to be able to change insight, knowledge, skills and policies. (Paizaluddin., and Ermalinda., 2016).
Curriculum implementation is an implementation of the curriculum and evaluates the curriculum. So thus the
implementation of the curriculum and special programs as well as the application of curriculum programs that
have been developed in the previous stages, are then tested for their validity by adjusting the field situation in
high school. The implementation is also a field research for the validation of the curriculum system in
accordance with the stages, namely:
a. Stages of planning in implementing curriculum. This stage aims to describe the vision and mission or
develop operational objectives to be achieved. To realize implementation, methods, facilities and
infrastructure, time, budget, personnel involved and evaluation system are needed, taking into account the
objectives to be achieved along with the situation, conditions, as well as internal and external factors.
b. Stages of implementation in the curriculum that aims to implement the curriculum that has been prepared in
the planning phase, using existing methods and resources that have been determined in the planning stage.
Activities that vary according to situations and conditions. Implementation phase of the implementation to
achieve the goals of activities that have been determined.
c. The evaluation phase in the curriculum aims to see the ongoing implementation process as a function of
control, in carrying out the evaluation in accordance with the plan and implementation, according to the
process and stages. The achievement of the final results is based on the criteria for the results achieved.
Curriculum factors that affect and determine the successful implementation of curricula and special
programs in high schools in Banten: (Qomariyah, Richul., 2016).
a. Suitability of educators and education personnel competencies with curriculum and textbooks
b. The availability of books as a learning resource that integrates the formation standards
c. Strengthening Education and the role of the government in school guidance and supervision
d. Strengthening school management and cultural character.
The implementation of the 2013 curriculum and special programs are influenced by several factors as
follows: (Ramdani, Dede., 2014).
a. Curriculum characteristics, including the scope of specific program teaching materials, objectives,
functions, properties, and so forth
b. Implementation strategy, which is a method in special programs and methods used in implementation,
namely professional discussions, seminars, upgrading, workshops for the provision of textbooks, and
various other activities that encourage the use of curriculum in schools.
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c. Characteristics of curriculum use, which includes knowledge, skills, values and attitudes of teachers
towards the curriculum in teaching and learning.
Factors affecting the implementation of curricula and special programs of schools. (Restia, Fauziah.,
Citra., 2016). Namely the support of the school principal, the support of fellow teachers, and the support of the
head of the dormitory as well as the support of the Kyai and the teacher which are the determining factors for
the successful implementation of the curriculum that is carried out at the Banten pesantren high school.
Educational facilities and infrastructure, teacher competence, must master teaching materials and carry out their
duties properly, then curriculum implementation will be successful.

6. Strategic evaluation of the curriculum

Strategic evaluation of curriculum and special programs in pesantren schools is very important in
determining policies and decision making in the curriculum. (Sanjaya, Vienna., 2014). Evaluation by the
curriculum development policy holder used. Curriculum evaluation is also used by teachers, principals and
developing students' potential, selecting learning material. As a systematic effort on the curriculum to be used as
a consideration of the value and meaning of a particular context. As an effort to understand what is happening in
the implementation and impact of the pesantren high school curriculum. Matters that must be evaluated in
specific curricula and programs cover all components and educational activities. (Sardiman., 2016). The
curriculum evaluation program not only evaluates the learning outcomes of pesantren high school students and
the learning process carried out by the teacher, but also involves the design and implementation of the
curriculum, the work ability of the teacher, the ability and progress of students, facilities and infrastructure,
learning resources.
The curriculum is divided into several groups, namely (1). Curriculum assessment at the high school
program development stage (2). The magnitude and scope that must be evaluated in the school program (3).
School program criteria used for evaluation (4). types of high school school program data (5) The method used
in collecting and processing high school school data (6). School provisions which form the basis of schools.
(Shoimin, A., 2014). Curriculum evaluations and special programs for pesantren high schools are grouped as
follows:
a. Provide curriculum information and special programs for high schools, regarding the implementation of the
development and implementation of a curriculum as input for decision making
b. Determine the level of success and failure of a specific school curriculum and program as well as the factors
that contribute to a particular environment
c. Develop various alternative solutions to curriculum problems and special pesantren high school programs
that can be used in curriculum improvement
d. Understand and explain the characteristics and implementation of a specific curriculum and program. The
role of curriculum evaluation as a process in specific curricula and programs. (Soare, Emanuel., 2014). The
role of the curriculum in education policy is as follows:
a. Curriculum evaluation and special programs for high schools as the main concept in assessment. The first
evaluation results contain the value that will be used for evaluating actions that contain a scale of moral
values, based on an object can be assessed. Both evaluations contain a set of practical criteria based on
these criteria, an outcome can be assessed.
b. Evaluation in decision making in the implementation of education, namely: teachers, students, parents,
principals, and curriculum developers. Decision makers in the evaluation process have different values,
according to their position. One of the difficulties encountered in using evaluation results for decision
making is the results of evaluations received by various parties. Problems arising from an evaluation result
can be beneficial for all parties.
c. Evaluation and consensus values, implementation of curriculum evaluations and special high school
programs on a number of grades of participating students. Participants in curriculum evaluation and special
programs consisting of: teachers, students, parents, education personnel and curriculum developers.
(Triwinyanto, Teguh., 2015). Values in curriculum evaluation from the tradition of mental tests as well as
experiments. It is a research framework, which is focused on specific objectives, measuring learning
achievement, using statistical analysis. This model can be found in researchers.

7. Supporting Factors
Factors supporting factors that can assess high school curriculum and special programs. Requires careful
and systematic planning in taking clear steps. (Shoimin, A., 2014). At this stage basically determine a clear plan
regarding the assessment activities. The steps that must be done in this stage are:
a. Arranging appraisal, as a reference for the implementation of appraisal which is compiled so that the
evaluation is clearer in carrying out the appraisal.
b. Clarification and evaluation of evaluation tools which describe the form of operational activities in which
the assessment must be carried out.
41

c. Trial assessment is to carry out methods and procedures for assessment outside the assessment sample. The
aim is to see the assessment and train the appraisal staff on tools and logistics so that the quality of the data
obtained is valid. The implementation phase of the trial in carrying out an assessment of curriculum
activities and special programs for high schools carried out in the implementation phase as follows:
(Susanto, Ahmad., 2016).
a. Data collection in the field has carried out an assessment through instruments that have been prepared
against the data source in accordance with the planned school program.
b. Compile and process data from the results of the assessment of the data generated based on the perception
of the implementation of curriculum and special programs for high school and data based on the results of
monitoring assessors. Appraiser's perception is data and information on the results of curriculum
implementation that has been carried out.
c. Develop a curriculum description and special programs for high schools, based on data and information
obtained from research results. Descriptions that describe the curriculum that should be implemented and
compare it with the results of the assessment so that it can know the difference.
d. Determine the assessment of high school curriculum and special program descriptions based on
predetermined criteria. Assessment can use two kinds of logic namely vertical and horizontal logic. Vertical
logic prioritizes logical consistency from the upper pole to the lower pole or vice versa. Whereas horizontal
logic prioritizes conformity that has been implemented and should be implemented.
e. Prepare reports on assessment results including recommendations, implications of solutions and corrective
actions for decision makers in improving curriculum and special programs for high schools

IV.CONCLUSIONS AND IMPLICATIONS

1. Conclusions
Based on the results and discussion relating to the planning, implementation, evaluation and supporting
factors of curriculum and special programs of pesantren-based high schools can be concluded as follows:
a. Curriculum planning and special programs for pesantren-based high schools are the education system and
special pesantren programs. Learning will be directed and quality. 24-hour education system, full day
school that combines formal activities, and pesantren activities under the guidance of Kyai, teachers,
principals and boarding supervisors.
b. Implementation of the learning process carried out at the beginning of the year. Learning preparation by the
vice-principal who handles curriculum and special programs for high schools, which are adjusted to the
annual program, semester program, which is characterized by pesantren-based schools. The implementation
of the curriculum is coordinated by the Principal who is assisted by the deputy headmaster in coordinating
all components of the resources to carry out the programs that have been prepared in the curriculum.
c. Curriculum evaluation is carried out at the end of the school year, to find out the results and effectiveness of
the implementation of high school curriculum and special programs, as well as the planned objectives.
Evaluation activities are carried out every day, week through the activities of teacher and education staff
meetings, and evaluation every semester in the form of supervision of the implementation of learning by
each subject teacher. The results of curriculum evaluation are used as a reflection and improvement.
d. Factors supporting curriculum and special programs for high school schools. Development of religious
subjects, local content subjects such as jurisprudence, moral creed, al-qur'an hadith, nahwusorof, and the
history of Islamic culture and Arabic language developed in cross-interest subject groups.

2.Implications
a. The learning planning undertaken by the teacher impacts the quality of the core and additional activities.
Learning with a scientific approach and applying religious content, and learning media tailored to the
curriculum and special programs of high school schools. assessment using the aspects of knowledge, skills
of students.
b. Implementation of curricula and special programs for high schools, which have an impact on (1). The
planning process prepared by the teacher at the beginning of the year, all the designs in the lesson plan
lesson activities. The learning media that will be used are in the laboratory room, while for teaching
materials use textbooks from publishers because of the lack of ministry books (2). The teacher learning
process involves students, so activities that must be carried out by students are very dense, teachers do not
use much of the learning model (3). The assessment process, teachers have difficulty conducting an
assessment of students' affective aspects, due to changes in student attitudes and the number of students in
the class.
c. Curriculum evaluation and special programs for high schools, teachers and students as well as facilities and
infrastructure. Impacts on overcoming obstacles in overcoming obstacles, namely (1). Improving the quality
of human resources through training and workshops on the 2013 curriculum which includes aspects of
planning, implementation and assessment in learning; (2). The learning process, the teacher engages
 42

students to be more active, through interesting teaching methods so as to create an enjoyable learning
process (3). Complementing facilities and infrastructures and arranging usage schedules.
d. Factors supporting curriculum and special programs for high school schools. Impact on school principals
who coordinate with the fields of religious education and the community in developing the 2013 curriculum
and special curriculum for religious education. Paying attention to the achievement of student competencies
through improving the quality of teaching aids in supporting learning so that the application of curriculum
and special programs for pesantren-based high schools.

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Author Information
Hendi Suhendraya Muchtar Galih Saeptian
Universitas Islam Nusantara (UNINUS) Universitas Islam Nusantara (UNINUS)

Revita Yanuarsari Hanny Meitavani

Universitas Islam Nusantara (UNINUS) Universitas Islam Nusantara (UNINUS)

Sutarman
Universitas Islam Nusantara (UNINUS)