Analysis of International Curriculum Policy A Multisite: Study at Al Azhar 13 Islamic Junior High School in Surabaya and Al Falah Deltasari Junior High School in Sidoarjo

Fatkhiyatur Rizkiyah; Amrozi Khamidi; Mufarrihul Hazin; Mochamad Nursalim; Karwanto; Mohammad Syahidul Haq

doi:10.29240/jsmp.v10i2.18226

Authors

Fatkhiyatur Rizkiyah Universitas Negeri Surabaya, Indonesia https://orcid.org/0009-0001-1550-8830
Amrozi Khamidi Universitas Negeri Surabaya, Indonesia https://orcid.org/0009-0002-4358-6673
Mufarrihul Hazin Universitas Negeri Surabaya, Indonesia https://orcid.org/0000-0002-5020-5464
Mochamad Nursalim Universitas Negeri Surabaya, Indonesia https://orcid.org/0000-0002-7633-8425
Karwanto Universitas Negeri Surabaya, Indonesia https://orcid.org/0000-0002-9062-7602
Mohammad Syahidul Haq Universitas Negeri Surabaya, Indonesia https://orcid.org/0000-0001-8429-7849

DOI:

https://doi.org/10.29240/jsmp.v10i2.18226

Keywords:

Policy Analysis, Agenda Setting, Policy Formulation, Policy Implementation, Policy Evaluation

Abstract

In this era of rapidly advancing globalization, Islamic educational institutions are striving to improve their educational curriculum standards. Many of these institutions utilize an integrated curriculum. In addition to implementing the Cambridge curriculum as their primary international curriculum, these institutions also use the national curriculum and the Islamic curriculum to reinforce religious values and preserve local culture. This is the case at Al Azhar 13 Islamic Junior High School in Surabaya and Al Falah Deltasari Junior High School in Sidoarjo. The research method employed a qualitative approach with a multisite design. Data collection was conducted through interviews, observations, and documentation. Data validity testing included credibility, transferability, dependability, and confirmability. The objective of this study was to examine policy analysis according to Thomas R. Dye, covering Agenda Setting, Policy Formulation, Policy Implementation, and Policy Evaluation. The results indicate that the agenda setting phase in the policy process addressed the initial issues leading to changes in the international curriculum. Policy formulation addresses the process of aligning the international curriculum with the use of an integrated curriculum. Policy implementation involves strengthening resources and socializing the international curriculum to the school community. Policy evaluation involves an initial assessment of the use of the international curriculum as well as the impact of the policy on the implementation of the international curriculum.

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