Implementation of an Integrated Curriculum in Learning at Sumbawa High School, West Nusa Tenggara

Abstract

General Background: Integrated curriculum connects knowledge, skills, and values within meaningful learning. Specific Background: SMA Dea Malela implements an integrated curriculum by connecting scientific, social, language, and Islamic knowledge in classroom learning. Knowledge Gap: Limited studies examine integrated curriculum implementation through planning, classroom practice, and evaluation in the high school context. Aims: This study examines curriculum-integrated learning practices at SMA Dea Malela. Results: Using a descriptive qualitative approach with interviews, observations, and documentation, the study found collaborative planning, contextual and reflective learning, teachers as facilitators, and authentic assessment covering knowledge, skills, and values. Novelty: The study examines integrated curriculum implementation across disciplines within a high school context through interconnected planning, implementation, and evaluation. Implications: Integrated learning requires alignment among curriculum design, classroom practice, evaluation, Islamic values, and students’ real-life contexts. Key Findings Highlights Collaborative planning aligns cross-disciplinary learning goals. Contextual activities connect academic knowledge with Islamic values. Authentic assessment examines knowledge, skills, attitudes, and character. Keywords : Integrated Curriculum, Contextual Learning, Islamic Values, Authentic Assessment, Holistic Education