Between Identity and Global Perspectives: Managing English Curriculum Integration in Islamic Boarding Schools

Shohiyah Shobaha; Liya  Zumrotul Ummah

doi:10.21580/jawda.v7i2.2026.31232

Authors

Shohiyah Shobaha Universitas Sunan Drajat, Indonesia
Liya Zumrotul Ummah Universitas Sunan Drajat, Indonesia

DOI:

https://doi.org/10.21580/jawda.v7i2.2026.31232

Keywords:

curriculum integration; curriculum management; English language education; global perspective; pesantren values

Abstract

The management of pesantren-based English curriculum integration is increasingly important in preparing students for global engagement while preserving their cultural and religious identity. This study examines the management of English curriculum integration at Pesantren Sunan Drajat, the factors that support and inhibit it, and its implications for students’ global perspectives. Using a qualitative approach, data were collected through observation, interviews, and documentation. The findings reveal three interrelated stages of curriculum management: planning, implementation, and evaluation. Planning emphasizes goal setting, alignment of vision and mission, and curriculum synchronization with pesantren principles. Implementation incorporates pesantren values into operational practices, learning materials, and activities, while evaluation monitors program effectiveness and identifies areas for improvement. Management commitment, contextual learning materials, and adequate facilities support integration, whereas low student motivation and demanding pesantren activities present challenges. This study’s novelty lies in demonstrating how these three stages collectively foster students’ global perspectives without compromising pesantren identity. The program also enhances students’ cross-cultural communication skills and confidence in pursuing international opportunities.

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