Triana Dewi. 2026. An Integrated Science and Qur’an Curriculum Model for Preparing Critically Thinking and Religiously Minded Graduates at the Muhammadiyah Science and Qur’an Elementary School. Islamic Education Study Program. Faculty of Islamic Studies. Advisors: (I) Dr. Anip Dwi Saputro, M.Pd., and (II) Azid Syukroni, M.Pd.

Keywords: Integrated Curriculum, Qur’anic Science, Critical Religious Character

This study aims to analyze the structure and implementation of the integrated science and Qur’an curriculum in fostering critical religious competencies among graduates at MI Muhammadiyah Sains Qur’ ’an Balong Ponorogo, to identify the challenges in implementing the integrated science and Qur’an curriculum, and to analyze the impact of the integrated science and Qur’an curriculum on developing graduates’ critical and religious competencies. This study was motivated by the importance of developing a curriculum capable of integrating scientific knowledge and Islamic values as an effort to shape students who possess critical thinking skills as well as religious character. The study employed a qualitative approach with data collection techniques consisting of in-depth interviews, participatory observation, and documentation.
The research method used was qualitative research. Data collection techniques included in-depth interviews with school principals and teachers, participant observation, and documentation. Data analysis in this study employed a descriptive qualitative approach, which included data collection, data condensation, data presentation, verification, and drawing conclusions in the form of a synthesis of field findings with the theories that had been reviewed, as well as testing the validity of the data through triangulation of sources, methods, and theories, thereby yielding systematic and in-depth research results.
The research findings indicate that (1) the implementation of the integrated science and Qur’an curriculum at MI Muhammadiyah Sains Qur’an Balong Ponorogo is carried out through the combination of the Merdeka Curriculum, ISMUBA, and the school’s unique curriculum, which are integrated into instruction, the tahfidz program, murojaah, the cultivation of worship habits, and various contextual learning activities; (2) Challenges in curriculum implementation include differences in students’ abilities, teachers’ readiness to integrate learning, parental involvement in supporting learning at home, and the development of school administration and facilities, which is still being carried out gradually; (3) The integrated science and Qur’an curriculum has an impact on the development of students’ critical and religious competencies, as demonstrated by increased engagement in learning, critical thinking skills, the practice of religious rituals, discipline, responsibility, and the formation of a profile of graduates who are both critical thinkers and religious individuals