From Formal Curriculum to School Ethos: Implementing AIK/ISMUBA in Muhammadiyah Schools
DOI:
https://doi.org/10.32506/rwx7pf50Keywords:
AIK, ISMUBA, Muhammadiyah schools, curriculum implementation, Islamic pedagogyAbstract
This article examines how Al-Islam and Kemuhammadiyahan (AIK), operationalized in primary and secondary education through the ISMUBA curriculum, is translated from formal prescriptions into classroom pedagogy and school culture. Using qualitative document-based analysis, the study reads the 2017 national ISMUBA curriculum together with purposively selected empirical studies and conceptual works published no later than 2021. The findings show that AIK/ISMUBA provides a coherent institutional identity by combining Islamic knowledge, Muhammadiyah history and ideology, Arabic, worship practice, and character formation. Yet implementation remains uneven. Curriculum design is predominantly subject-centered, teaching is often textbook- and teacher-led, assessment privileges cognitive achievement, and school-level outcomes depend heavily on teacher competence and organizational support. Stronger implementation occurs when formal lessons are reinforced by habituation, exemplary conduct, student participation, contextual problem solving, and a tolerant school ethos. The article proposes an implementation framework linking curricular clarity, pedagogical enactment, school culture, assessment alignment, teacher capacity, and student agency. AIK succeeds not when content is merely delivered, but when values become critically understood, practiced, and institutionally embodied.
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