Fitrah-Based Curriculum Management for Holistic Student Character Development: A Case Study

Indah Nahdiah; Iim Wasliman

doi:10.58905/jse.v7i1.761

Authors

Indah Nahdiah Nusantara Islamic University, Bandung, Indonesia
Iim Wasliman Nusantara Islamic University, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v7i1.761

Keywords:

curriculum management, fitrah-based curriculum, character education, nature-based school, holistic education

Abstract

This study addresses the gap between the national education goal of developing holistic human beings and educational practices that often prioritize cognitive achievement over character formation. A fitrah-based curriculum offers a holistic approach by emphasizing the development of students’ innate potential, encompassing spiritual, intellectual, social, and moral dimensions. This study aims to analyze the management of a fitrah-based curriculum in shaping student character at Sekolah Alam Bandung and Sekolah Alam Pelopor Rancaekek. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, teachers, students, and parents. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The analytical framework was guided by Fayol’s management functions, including planning, organizing, implementation, and evaluation and supervision. The findings indicate that fitrah-based curriculum management is implemented systematically across all management stages. Curriculum planning is grounded in fitrah philosophy and Islamic values derived from the Qur’an and Sunnah. Organizing strategies emphasize the utilization of natural environments as learning ecosystems and collaborative human resources. Implementation focuses on experiential and values-based learning through methods such as spider web and action learning. Evaluation and supervision are conducted holistically through character observation, reflective practices, and intensive school–parent collaboration. The study concludes that fitrah-based curriculum management is an effective model for fostering balanced and holistic student character development.

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