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Madrasas in Indonesia play a crucial role in the country’s national education system. Although, quantitatively, there are a significant number of madrasas in Indonesia, qualitatively, they are facing many problems. Madrasas are considered backwards and marginal institutions, face a lack of public trust, and some have even closed due to a lack of students. All of these are attributed to the factors related to the curriculum of madrasas. A curriculum describes the educational process that will be followed and the profile of graduates that will be produced by the madrasa. The present research is qualitative and explores the sustainability of madrasas by examining the curriculum and learning programs, and habituations at Madrasah Tsanawiyah (MTs) Banat Nahdlatul Ulama Kudus. Data were collected through observation, interviews, and documentation studies. The subjects in this study were teachers, Kiayi, students, graduates, and pesantren administrators, selected by purposive sampling. The results show that madrasas that used a pesantren-based curriculum receive a better response from the society and higher sustainability amind global trends in the post-truth era. Keywords: curriculum, madrasah, pesantren, sustainability

Implementing Pesantren (Boarding School)-based Curriculum to Preserve Madrasas in the Post-truth Era in Indonesia