Optimizing Curriculum Management to Mitigate Students' Extraneous Cognitive Load in Islamic Boarding Schools
Bibliographic Data
| ID | 19490276 |
|---|---|
| Authors | D Abdul Kohar (Sunan Gunung Djati State Islamic University Bandung), Jaja Jahari (Sunan Gunung Djati State Islamic University Bandung), Sarbini Sarbini (Sunan Gunung Djati State Islamic University Bandung), Moh Sulhan (Sunan Gunung Djati State Islamic University Bandung) |
| Year | 2026 |
| Volume | 7 |
| Issue | 15s |
| Publication date | 2026-06-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ShodhKosh: Journal of Visual and Performing Arts (JOURNAL) |
| Journal identifiers | ISSN: 2582-7472 • E-ISSN: 2582-7472 |
| Publisher | Granthaalayah Publications and Printers (PUBLISHER • IN) |
| DOI | 10.29121/shodhkosh.v7.i15s.2026.8272 |
| OpenAlex | W7164511824 |
| Language | EN |
| References cited | 34 |
Formal Diniyah Education (Pendidikan Diniyah Formal/PDF) in Islamic boarding schools faces serious challenges due to the dense integration of religious and general curricula, which potentially increases students’ extraneous cognitive load. This condition leads to mental fatigue, decreased learning concentration, and academic burnout in the study of Arabic grammar (Nahwu). The implementation of KMA Number 942 of 2024 requires curriculum management that not only fulfills educational quality standards but also pays attention to students’ cognitive well-being. This study aims to analyze the optimization of curriculum management based on Cognitive Load Theory (CLT) in reducing students’ extraneous cognitive load in Islamic boarding schools. In addition, this study seeks to identify effective pedagogical and managerial strategies in creating more humane and efficient Nahwu learning. The research employed a qualitative approach with a multisite case study design at PDF Pesantren Nurul Hidayah Al-Khodijiyyah and Miftahulhuda Al-Musri’ Cianjur. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that optimizing the functions of curriculum planning, organizing, implementation, and supervision based on CLT significantly reduces students’ extraneous cognitive load. Strategies such as cognitive breaks, material segmentation, worked examples, and the internalization of spiritual values of amanah and shafaqah were proven to improve learning comfort and academic motivation. The implementation of CLT-based curriculum management also contributed to improved academic achievement, mental health, and the effectiveness of Nahwu learning in Islamic boarding schools
Cognition · Cognitive Load · Curriculum · Islam · Time management · Arabic Language Education Studies · Education Systems and Policies · Educational Curriculum and Learning Methods
| Highly cited | No |
|---|