Governing Intensive Arabic Reading Curriculum Across Pesantren Networks: The Sidogiri Network in Madura

Abstract

The governance of intensive Arabic reading curricula across pesantren networks raises questions about how curricular standards can be maintained when implementation occurs under diverse institutional conditions. This study examines how an intensive Arabic reading curriculum is governed through network coordination and local adaptation within the Sidogiri pesantren network in Madura. A qualitative case study design was employed. Data were collected through semi-structured interviews with five administrators responsible for coordinating curriculum implementation, complemented by observation and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings indicate that curriculum governance operates through five interconnected processes: standard-setting, network coordination, implementation, local adaptation, and monitoring and evaluation. The central finding is that curricular consistency does not require uniform technical implementation. The network maintains core materials, learning stages, and targets, while participating pesantren retain space to adjust technical aspects according to local conditions. The study contributes the concept of standardization with bounded local adaptation as an analytical perspective for understanding network-based curriculum governance. This governance pattern is significant for educational networks that seek to maintain shared curricular standards while responding to institutional diversity.