Islamic Boarding Curriculum Management Innovation Entrepreneurship Al-Maun Muhammadiyah School (Pesantren S-PEAM, Pasuruan City)

Pasuruan Indonesia S-PEAM Islamic Boarding School was established on August 18, 2015. The establishment plan was originated from the ideals of the Chairman of the Regional Government of Muhammadiyah Pasuruan City to have Islamic Boarding School as one of the cadre of Muhammadiyah's successor generation, with the hope that pesantren pioneered have a clear positioning on a national scale. Exploring the potential, skills and talents as a provision of life that is progressive, modern and entrepreneurial. While the label entrepreneur is a strategy to instill the values of entrepreneurial spirit in order to become a person who is empowered with creativity, positive thinking, high spirited, not quick to complain, not easily give up on the situation, have constructive productivity, and always think innovative to get something useful for himself and others. This research uses an action approach that aims to develop new skills for teachers by trying to find new approaches that can be applied directly and the results can be assessed easily. In this case the results of a process of students must be concrete which is not only proven by the results and achievements that are cognitive. The action research approach is very appropriate to find teacher skill development variables that can encourage the discovery of a new approach whose results can affect student outcomes. This study also seeks to find a parallel relationship between science, behavior, charity and moral action with descriptive analysis.

Pasuruan Indonesia S-PEAM Islamic Boarding School was established on August 18, 2015. The establishment plan originated from the Chairman of the Regional Government of Muhammadiyah Pasuruan City's ideals to have Islamic Boarding School as one of the cadres of Muhammadiyah's successor generation, hoping that pesantren pioneered have a precise positioning on a national scale. They are exploring the potential, skills and talents as a provision of life that is progressive, modern and entrepreneurial. While the label entrepreneur is a strategy to instil the values of entrepreneurial spirit to become a person who is empowered with creativity, positive thinking, high spirited, not quick to complain, not easily give up on the situation, have constructive productivity, and always think innovative to get something valuable for himself and others. This research uses an action approach that aims to develop new skills for teachers by finding new techniques that can be applied directly, and the results can be assessed quickly. In this case, the results of students' process must be concrete, which is proven by the results and achievements that are cognitive. The action research approach is very appropriate to find teacher skill development variables that can encourage discovering a new system whose products can affect student outcomes. This study also seeks to find a parallel relationship between science, behaviour, charity and moral action with descriptive analysis.

INTRODUCTION
The S-PEAM Islamic Boarding School in Pasuruan City, located in Petahunan Village, Gadingrejo District, Pasuruan City, differs from the Islamic boarding schools in the Pasuruan area in general. In addition to implementing formal and non-formal education, the students also receive instruction in the field of entrepreneurship, so that students who have left the pesantren have skills in every area of their interest and also develop in the functions of value building, economic development, technology development, saving the environment. , independence, and development challenges in Life Skills. The S-PEAM Islamic boarding school has carried out the above functionalization (Anwar, 2021). It also includes entrepreneurial education for its students in the pesantren curriculum. It can be said that it has a massive role in giving birth to students who have an entrepreneurial spirit. Learning entrepreneurial values in developing students' independence is indicated to have integrated and internalized entrepreneurial values in the education system (Frick, 2020). concerning National Education Standards, which provides ample space for educational institutions to create and manage their curricula according to their regional or environmental tensions competencies (Adam & Anwar, 2021).
Entrepreneurship is expected to equip students with soft entrepreneurial skills and hard skills by incorporating entrepreneurial content, substance, entrepreneurial value, and application in every learning process. This is closely related to the curriculum arranged in schools to improve the quality of human resources to compete in the global era (Ikhwan, 2019). This entrepreneurshipbased curriculum is also expected to be a critical curriculum that measures schools' success in creating highly competitive graduates so that graduates from Indonesian education can become solution makers for their nation, not problem makers. Therefore, researchers are interested in taking a title related to "Innovation of the Islamic boarding school entrepreneurship curriculum at Al-Maun Muhammadiyah, Pasuruan City which has instilled and produced entrepreneurial values as implemented even though it is the junior high school level.

II. METHOD
This study used a descriptive-analytical method with a qualitative approach and a case study design. The primary data sources in this study are words and actions, and the rest is additional data on documents and others.
The terms and actions of people who can be observed in the S-PEAM environment of Pasuruan City are the principal, the vice-principal, the administrative staff and the teacher. The primary data sources were recorded through written records by using a voice recorder and taking pictures. Data collection techniques in this study were carried out by observation, semistructured interviews, and documentation studies. The data validity test in this study includes internal validity using triangulation of techniques and sources, external validity, reliability and objectivity through member checks (Clifford J. Drew, Michael L. Hardman, 2017). This study also uses data analysis techniques through data collection, data reduction, data presentation, verification, and conclusions (Moleong, 2007). This research's stages are the pre-field stage, fieldwork, data analysis, and evaluation and reporting.

Findings
The following are the findings from research and discussion on

Learning Entrepreneurship Values
S-PEAM is one of the pesantren which is indicated to have had a pesantren education system that accommodates and internalizes entrepreneurial values, both in terms of its substance and strategy. Some of the arguments that support and strengthen this statement include: First, from the historical aspect, the Pasuruan City PDM head was Ustadz Kholil Asy'ari, M.Si (deceased). As a forum for the next generation of

Indicators of the spirit of independence of S-PEAM students
S-PEAM students can be categorized as independent when they meet the hands of freedom as follows; 1. Cognitive aspects can know and understand themselves and their environment by developing insights and developing students' autonomy through teaching materials on independent behaviour. This is the realization and vision of the S-PEAM expert thought.
2. Affective aspects of courage, able to make decisions for yourself, responsible, self-confident, optimistic, patient and sincere; fostering this aspect students are given learning that emphasizes aspects of feeling, emotional, muhasabah, praying, worship, solemn. This aspect represents the realization and vision of the S-PEAM dhikr expert.
3. Conative aspects can accept themselves and the environment positively and dynamic manner, can control themselves according to the decision, a firm determination not to be a burden; for this reason, learning is usually given that fosters achievement motivation and motivates oneself to be able to change character. This aspect is the realization and vision of the endeavour expert.

4.
Psychomotor aspects can self-actualize optimally by the potential, interests, and abilities possessed by endeavours; for that, the learning given is usually in life skills, simulations, business training. This is a realization of the vision of work.
The description above shows that independence is essentially born from internalizing thought, dhikr, and endeavours based on entrepreneurial indicators. Thus freedom is taken because students have clear life goals. The clarity of life goals is due to a clear vision of education. Therefore, this vision has become a tremendous motivation for students always to be aware and always remember the purpose of becoming a student, work goals, and life goals.

The dominant components of education
Part of the educational components that have been carried out will then be internalized by the students in the learning process, both informally and informally, so that they can influence attitudes and habits through several components: ustadz, vision, management, methods, facilities, media, and business units can provide changes in the cognitive, affective, conative, and psychomotor domains of students, which in turn can affect the formation of entrepreneurial personalities, especially the spirit of independence of the students. The indicators are strong determination, not being a burden, courage, hard work, responsibility, self-confidence, self-understanding, self-control, optimism, patience, trustworthiness and sincerity (Sarikhani, Shojaei, Rafiee, & Delavari, 2020).
The impression that researchers feel about education at S-PEAM is that this educational institution is very appropriate for people who want to improve morals and change the paradigm in filling this life, including developing Islamic entrepreneurial mindset, attitudes and behaviour, learning to practice Islamic teachings. in a relatively short term. It is not appropriate for people who want to study the religious sciences for a relatively long time (Ikhwan, 2014).

Discussion
The term entrepreneurship is derived from the translation of entrepreneurship, which can be interpreted as the central nerve of the economy or controlling a nation's economy (Suherman, 2010 We are talking about the curriculum model developed by the developing educational streams. Sukmadinata divides four curriculum models that are currently developing, namely: First, the Academic Subject Curriculum, the academic subject curriculum is set by the school's function as a preserver of values; Second, the Humanistic Curriculum, this curriculum is designed by school functions to optimize the potential of students as a whole; Third, the Social Reconstruction Curriculum, this curriculum was developed based on concern for social problems that occur in society; and Fourth, the technological curriculum, the specialised curriculum is originated from the curriculum of academic subjects but with different emphases. If the academic subject is emphasized on preserving knowledge, the specialized curriculum emphasizes competence mastery (Sukmadinata, 2008).

IV. CONCLUSION
Islamic boarding schools, especially those in Pasuruan, have recently been aggressively developing an entrepreneurial culture interpreted as momentum to change the mentality, mindset and socio-cultural changes in society. Therefore, this study raises S-PEAM Islamic boarding schools' idea based on entrepreneurship education as a solution to create "Muslim" agents of change.
Entrepreneurship development in Islamic boarding schools has become necessary, mainly when associated with pesantren education that emphasizes independence, hard work, discipline and honesty. Entrepreneurship should not be understood as just the ability to open one's own business, but entrepreneurship should also be interpreted as momentum to change mentality, mindset and socio-cultural changes.