This research is intended to critically examine the curriculum development model
based on the integration of science and religious esotericism carried out by SMA
Semesta Sragen. This is interesting, because with this research, it will be known
how SMA Semesta which is characterized by "pesantren" is able to show its
unique character and identity, especially in facing changes and community
guidance by formulating a curriculum that is relevant to educational units,
regional potential, and students and global development.
This research is motivated by the understanding that education is a form of human
culture that is dynamic and full of development. Therefore, changes or
developments in the educational curriculum are things that should happen in line
with changes in the culture of life. Changes in the meaning of improving the
education curriculum at all levels need to be carried out in anticipation of future
needs. This thinking has the consequence that the improvement or improvement
of the educational curriculum in schools or madrasas should be aligned with the
development of the needs of the business / industrial world, the development of
the world of work, as well as the development of science, technology and art.
The need to update and develop an educational curriculum can be explained from
the point of view of the philosophy of perennialism, essentialism and
progressivity. In the view of perennialism and essentialism, the curriculum is a
"construct" built to transfer what has happened in the past to the next generation
to be preserved, continued or developed. Meanwhile, in the perspective of
progressivism philosophy, the position of the curriculum is to build a future life
where the past, present, and various national development and development plans
are used as the basis for developing future lives.
This research is a qualitative research. The techniques that will be used to collect
data in this research are participant observation, interview with guidelines, and documentation. Meanwhile, to analyze the data, descriptive analysis was used.
And the approach used is interpretative symbols and socio-historical.