Implementasi Kurikulum Grassroots Muhadhoroh dalam Menstimulasi Critical Thinking: Studi Kasus PKBM Daarul Ilmi

Abstract

Learning practices in Islamic boarding school-based Community Learning Centers (Pusat Kegiatan Belajar Masyarakat [PKBM]) often adopt formal curricula rigidly and remain oriented toward rote learning. This study aims to analyze the implementation of the Hilda Taba Grassroots Curriculum model in the Muhadhoroh course to stimulate students’ critical thinking skills at PKBM Paket C Daarul Ilmi Islamic Boarding School, Sleman. This descriptive qualitative study employed an exploratory case study involving 15 students aged 16–19 years. Data were collected through participant observation, in-depth interviews, peer assessment, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that teachers’ pedagogical autonomy in applying Hilda Taba’s seven inductive stages transformed Muhadhoroh from a routine rhetorical activity into an intellectual learning space. Through Mark Manson’s self-improvement literature, cognitive scaffolding, and peer assessment, students progressed from deductive and text-centered thinking toward more reflective and contextual analysis, achieving a classical mastery rate of 93.3%. The study concludes that an adaptive grassroots curriculum can effectively integrate Higher Order Thinking Skills (HOTS) into non-formal Islamic education while preserving the ethical foundation of ta'dib.

Keywords: Critical thinking, Grassroots Curriculum, Hilda Taba Model, Muhadhoroh

Pembelajaran di Pusat Kegiatan Belajar Masyarakat (PKBM) berbasis pesantren sering kali mengadopsi kurikulum formal secara kaku dan berorientasi pada hafalan (rote learning). Penelitian ini bertujuan menganalisis implementasi Kurikulum Grassroots model Hilda Taba pada mata pelajaran Muhadhoroh dalam menstimulasi kemampuan berpikir kritis (critical thinking) santri di PKBM Paket C Pesantren Daarul Ilmi Sleman. Penelitian kualitatif deskriptif berdesain studi kasus eksploratif ini melibatkan 15 santri berusia 16–19 tahun sebagai subjek. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, peer-assessment, dan studi dokumentasi, serta dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa otonomi pedagogis pengajar dalam menerapkan tujuh tahapan induktif Hilda Taba berhasil mentransformasi Muhadhoroh dari sekadar rutinitas seremonial retorika menjadi wahana inkubasi intelektual. Melalui pemanfaatan literatur self-improvement kontemporer karya Mark Manson, intervensi cognitive scaffolding, dan evaluasi partisipatif berbasis peer-assessment, santri mampu melampaui pola berpikir deduktif-tekstual menuju analisis yang reflektif dan kontekstual dengan tingkat ketuntasan klasikal mencapai 93,3%. Penelitian ini membuktikan bahwa pendekatan kurikulum akar rumput yang adaptif sangat efektif dalam mengintegrasikan Higher Order Thinking Skills (HOTS) pada kurikulum pendidikan Islam non-formal tanpa mengikis nilai-nilai etika (ta'dib).

Kata kunci: Berpikir Kritis, Kurikulum Grassroots, Model Hilda Taba, Muhadhoroh