Implementasi Kurikulum Pendidikan Islam Di SMP IT Imam Syafii Kota Bima: Analisis Integratif Berbasis Studi Kasus

This study aims to analyze the implementation of an integrated Islamic education curriculum at SMP IT Imam Syafii, Bima City, encompassing planning, execution, and evaluation components. This inquiry addresses a literature gap regarding how knowledge integration models are operationalized at the institutional level in Eastern Indonesia, a region with a distinct socio-cultural context. Employing a qualitative approach with a single instrumental case study design, this research involved 16 purposively selected informants (the principal, vice-principal for curriculum, 6 teachers, 4 parents, and 4 students). Data were gathered through semi-structured in-depth interviews, non-participatory observations across 30 effective days (18 classroom sessions), and documentary analysis of school curriculum files (KOSP, Teaching Modules, and assessment tools). The data were analyzed using the interactive model by Miles, Huberman, and Saldana (2014), validated via triangulation and member checking. The findings reveal three core results: (1) the school operationalizes a three-layer integrative curriculum model combining the national curriculum (Kurikulum Merdeka), an enhanced Islamic curriculum, and a school culture-based hidden curriculum; (2) teacher integrative competence serves as a critical determinant variable, highlighting a notable gap in Islamic-Integrated Pedagogical Content Knowledge (PCK) between religious and general subject teachers; and (3) the evaluation system for Islamic dimensions lacks comprehensive standardization. This study contributes theoretically by conceptualizing the parallel-thematic integration typology as a pragmatic and realistic adaptation by Integrated Islamic Schools (SIT) under human resource constraints.