Epistemological Synthesis in an Islamic Boarding School: The Ayatisasi Model

Abstract

The current rapid pace of globalization and the Fourth Industrial Revolution demands that Islamic educational institutions integrate religious identity with global competency standards to prevent graduates’ competitiveness from stagnating. This study aims to analyze the construction and implementation mechanisms of an integrative curriculum based on Islam, local wisdom, and international standards at Insan Cendekia Madani (ICM) High School in BSD, Tangerang, as well as the challenges involved. Using a qualitative case study design, data were collected through participatory observation, in-depth interviews, and document analysis, which were analyzed using the Miles and Huberman model. The results show that the “Madani Curriculum” successfully synergizes the three pillars of education through the “Ayatisasi” program-which links academic material to verses from the Qur’an-as well as a 24-hour boarding system that instills proper conduct. The integration of Cambridge standards has proven effective in strengthening students’ critical thinking skills without eroding their spiritual roots. Nevertheless, challenges exist regarding the standardization of theological integration guidelines and the synchronization of managerial communication. The study’s recommendations include the development of a systematic “Ayatisasi” guidebook, the continuous professional development of teachers, and the strengthening of parenting programs to align the educational vision between the school and parents.