Implementation of policies, strategies, Islamic religious education learning programs with curriculum integration during the covid 19 pandemic period at State Madrasah Aliyah (MAN) Indonesian scholar

The research purposes are: implementation of policies, strategies, and learning programs for Islamic Religious Education with the integration of the curriculum during the Covid 19 Pandemic at Madrasah Aliyah Negeri Insan Cendekia (MAN IC) Indonesia. Operational components of the integrated curriculum. The obstacles to implementing it The theory to answer the problem formulation refers to Duke and Canady’s theory of the concept of policy. Strategy theory, Islamic Religious Education learning program with curriculum integration according to the Decree of the Minister of Religion Number 211 of 2011. This type of research is a mixing method that combines quantitative and qualitative. Data collection techniques combine phenomena and implement policies, strategies, and learning programs for Islamic Religious Education by integrating the curriculum during the Covid-19 Pandemic at Madrasah Aliyah Negeri (MAN) Insan Cendekia Indonesia. The instrument of data collection was through a questionnaire distributed to Islamic Religious Education teachers in 3 (three) State Madrasah Aliyah (MAN) Insan Cendekia Indonesia. Through google forms, interviews, observations, documentation. The results showed that: the implementation of policies, strategies, and learning programs for Islamic Religious Education with the integration of the curriculum during the Covid-19 Pandemic at Madrasah Aliyah Negeri Insan Cendekia (MAN IC) Indonesia, was 100% implemented through top management decisions. By considering the objectives, principles, regulations that guide madrasah through. The operational component of the curriculum that is integrated into implementation is very appropriate at above 86% through lesson materials, learning activities, methods, media /tools, resources, unified experiences, science integration, and evaluation. The latest theory in this study is that the components integrated with the curriculum are: stakeholders who philosophically must understand the application of virtual learning. The constraints of madrasah in implementing are each different, namely: limited Information of Technology (IT) facilities, no assistant students, conditions of the learning process that are not conducive, dishonesty of students, analysis of less critical students, so it is important to increase literacy and references, lack of dialogue between Islamic Religious Education teachers and the methodological realities of other disciplines, and have not been able to see opportunities for the challenges of the times.