Integrated Curriculum Management Based on Local Wisdom at MAN 1 Payakumbuh

Abstract

This study addresses the challenge of integrating Minangkabau local wisdom into curriculum management within the framework of national educational standards at MAN 1 Payakumbuh. While previous research often treats local cultural elements as supplementary, this study examines them as integral components of curriculum planning, implementation, and evaluation. The objectives are to describe the integrated curriculum management based on local wisdom, analyze teacher strategies in embedding Minangkabau values into teaching, identify curriculum innovations that balance local relevance with national demands, and evaluate the challenges and opportunities of implementation. Using a qualitative case study approach, data were collected through in-depth interviews with school leaders, teachers, and community stakeholders; classroom observations; and document analysis of lesson plans and curriculum frameworks. Thematic analysis was applied to identify patterns and relationships between curriculum management practices and the integration of local values. Findings reveal that local wisdom integration is systematically embedded in subject content, extracurricular activities, and school culture, supported by teacher creativity and community engagement. This integration fosters cultural identity while maintaining compliance with national curriculum requirements. Innovations include contextualized learning materials, project-based cultural activities, and interdisciplinary teaching approaches. Challenges involve balancing curriculum time allocation and addressing varying teacher competencies, while opportunities lie in enhancing student engagement and community-school collaboration. The study concludes that integrating local wisdom within curriculum management is both feasible and beneficial, offering a replicable model for culturally responsive education that aligns with national standards.