Implementation of CINTA Curriculum Management in Learning Models and the Factors of Learning Success at MTs Surya Buana Malang
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Abstract
MTs Surya Buana Malang is a madrasah that actively develops instructional innovations to address the challenges of contemporary Islamic education. One of these innovations is the implementation of the CINTA Curriculum, which is applied through the Triple R learning model (Religious, Research, and Reasoning). This curriculum is designed to integrate religious values, research skills, and critical reasoning into the learning process, so that education is not solely oriented toward academic achievement but also toward character formation and the development of students’ life skills. This study aims to describe the implementation of CINTA Curriculum management, the application of the Triple R learning model, and the factors influencing learning success at MTs Surya Buana Malang. The research employs a descriptive qualitative approach using field research methods. Data were collected through in-depth interviews with the vice principal for curriculum affairs and teachers, observations of the learning process, and documentation studies. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that the implementation of the CINTA Curriculum through the Triple R model is able to create more humanistic and religiously grounded learning and to enhance students’ engagement and learning motivation. However, the effectiveness of its implementation still faces challenges, particularly related to teachers’ competency readiness, limited learning media and facilities, and difficulties in comprehensively evaluating values and character aspects. Learning success is influenced by students’ internal factors, family support, teacher quality, school culture, and social and technological environments. This study underscores the importance of a holistic approach and strengthening teacher capacity so that the CINTA Curriculum and the Triple R model can be optimally implemented in the context of 21st-century Islamic education.
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