International Journal of Social Science And Human Research ISSN(print): 2644-0679, ISSN(online): 2644-0695 Volume 05 Issue 08 August 2022 DOI: 10.47191/ijsshr/v5-i8-60, Impact factor- 5.871 Page No: 3823-3829 IJSSHR, Volume 05 Issue 08 August 2022 www.ijsshr.in Page 3823 Integration of Educational System on Haji Harun School Muang, Yala, Patani Thailand Kholid Mawardi Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri, Purwokerto, Indonesia ABSTRACT: This article aims to outline the integration of the education system in Haji Harun School Muang, Yala-Thailand. This research is a type of field research that is qualitative-descriptive with a case study approach. Data collection techniques use interviews, observation, and documentation. Based on the research, Haji Harun School has a different curriculum between the religious education curriculum and the academic education curriculum. The student did the studying process five days per week, namely Sunday to Thursday with effective learning time from 08.00-11.40 local time (religious education) and 12.00-16.00 local time (academic education). There are several implications that occur from the implementation of integrated education system in Southern Thailand on Islamic education, among others; reduction of time for religious education, low attention of religious education (Islam) from the government, acceleration of religious education programs, the public’s view of religious education is normal, academic education is more popular than religious education. However, this is not an obstacle for the Haji Harun School to implement the two education systems. So, the school can be developed and become one of the leading schools in Patani, Thailand. KEYWORDS: Integration, Curriculum, Religious Education, Academic Education I. INTRODUCTION Patani is a Malay kingdom, a part of Thailand. Patani has several regions, namely Narathiwat, Yala, Pattani, Setun and Part of Songkhla province (Tibor, Canak, and Sebayor districts). Patani comes from the word al-Fattani which means wisdom or cleverness. It is called Patani because there are many famous Muslim scholars, such as Sheikh Muhammad Zain bin Mustafa al- Fathani, Syeikh Abdul Qadir bin Mustafa al-Fathani, Sheikh Nik Mat Kecik al-Fathani, Sheikh Abdur Rahman Gudang al- Fathani. Islamic education is a process of transinternalizing Islamic knowledge and values to students through teaching, habituating, guiding, nurturing, supervising, developing of potential, to achieve harmony and perfection of life in the world and the hereafter. The development of Islamic education in Patani was carried out through the pondok system. Pondok comes from Arabic Funduq means "place for wanderers". According to Awang Had Salleh, pondok is an educational institution that controls the teaching of Islam. Teachers who teach are known as Tuan Guru. In Patani, people who live in pondok are called Tuk Pake (Santri). This term comes from Arabic, which means people who are devoted to science and religious guidance. The pondok education system in Patani has formal educational institutions such as schools or madrasahs. Schools or madrasahs have levels including; Ibtidaiyyah (a place to study for six years), Mutawasittah (a place to study for three years / intermediate level), and Tsanawiyyah (a place to study for three years). Initially, the Haji Harun School was a non-formal educational institution (Pondok Haji Harun). Later, the pondok was reformed into a private school. The private school, Pondok Haji Harun has led to the integration of the education system. So, the formal education system at Haji Harun school named Thamvitya Mulniti School uses the Thai government curriculum and the religious education as non-formal education (Islam) named Ma'had Al-Bitsat Ad-Diniyah uses the Harun Haji School curriculum. Haji Harun School is the most advanced school in Yala. The number of students are approximately 6,000 and the number of teachers are approximately 500. The location is very strategic, in the center of Muang city, Yala. Therefore, the authors conducted research related to the implementation of the integration of the education system at the Haji Harun School, Muang, Yala-Thailand. This research is a descriptive-qualitative field research with a case study approach. The data collection techniques use participatory observation, interviews, and documentation. The data analysis was carried out in three stages, namely data reduction, data presentation, verification and data conclusion.