Analisis Implementasi Kurikulum Muatan Lokal di MTs Annurain Lonrae Kabupaten Bone.
DOI:
https://doi.org/10.30863/mappesona.v9i2.6256Keywords:
Local content curriculum, Bugis language, Lontara, local wisdom.Abstract
Local content is an important component of the curriculum that provides educational institutions with opportunities to develop learning based on local potential, uniqueness, language, culture, environment, and community needs. This article analyzes the implementation of the local content curriculum in the context of MTs Annurain Lonrae, Bone Regency, South Sulawesi, through a review of policy documents, school profile data, academic literature on Bugis culture and the Lontara script, as well as official sources from local government institutions. The study indicates that MTs Annurain Lonrae has significant potential for developing local content that integrates the Bugis language and Lontara script, the history and local wisdom of Bone, local food resources, climate resilience, life skills, and Islamic educational values. Normatively, such opportunities are supported by national policies on local content, guidelines for implementing the madrasah curriculum, policies promoting Lontara script literacy in South Sulawesi, and initiatives undertaken by the Government of Bone Regency. However, publicly available data remain insufficient to draw definitive conclusions regarding the actual implementation of local content at the madrasah, particularly in relation to subject teachers, instructional time allocation, teaching materials, facilities, assessment, and funding. Therefore, this article clearly distinguishes between verified facts and implementation recommendations. The recommended model positions the Bugis language and Lontara script as the core of the local content curriculum, while the history of Bone, local wisdom, local food, environmental issues, entrepreneurship, and digital literacy are integrated through cross-curricular learning and co-curricular activities. Strengthening implementation requires a needs assessment, teacher competency development, partnerships with the Ministry of Religious Affairs and local government, performance- and portfolio-based assessment, and continuous evaluation.
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