Implementation of Islamic, Academic, and CLC Curriculum at Mathayomsuksatonplay Yanyawit School, Thailand

Islamic education at Mathayomsuksatonplay Yanyawit School, Thailand, is unique in its curriculum implementation, using three curriculums simultaneously at the high school level. This study aims to analyze the implementation of three curriculums, namely the Islamic, Academic, and CLC curriculum, and to explain the opportunities and challenges of implementing the three curriculums at Mathayomsuksatonplay Yanyawit School, Thailand. This study is a qualitative study with a phenomenological approach. Data were obtained directly from the research location, namely at Yanyawit School, Thailand. Data collection techniques in this study included interviews, observation, and documentation. The data obtained were then analyzed using data analysis techniques that include data reduction, data display, and conclusion. The results of the study show that the Yanyawit School educational institution, Thailand uses three curricula, namely the Islamic Curriculum, the Academic Curriculum, and the Community Learning Center (CLC) Curriculum. The Islamic curriculum is characterized by the use of Jawi Arabic in every learning process of the Qur'an and Tafsir, Hadith, Fiqh, Aqidah, Tarikh, Akhlak, Arabic, and Malay Language. The Academic Curriculum is characterized by the use of the Block Course learning model. Meanwhile, the CLC curriculum focuses on developing student skills, such as sewing, cooking, and baking. The potential for implementing these three curricula is that schools can equip students with academic skills, non-academic skills, and religious skills. The challenge lies in the tedious learning duration.