Tujuan penelitian ini adalah : (1) Mendeskripsikan tentang implementasi kurikulum visi semesta di SDIT At-Taqwa Surabaya. (2) Mendeskripsikan tentang faktor pendukung dan faktor penghambat kurikulum visi semesta di SDIT At-Taqwa Surabaya.

Penelitian ini menggunakan metode deskriptif kualitatif. Teknik pengumpulan data yang digunakan meliputi: (a) wawancara, (b) observasi dan, (c) dokumentasi. Adapun teknik analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Teknik untuk mengecek keabsahan data menggunakan triangulasi sumber, triangulasi teknik, dan member check.

Hasil penelitian ini menunjukkan bahwa: (1) Pendekatan kurikulum visi semesta meliputi: (a) Pendekatan kurikulum visi semesta mengacu pada kurikulum nasional dan ditambahkan beberapa inovasi, (b) Terdapat penerapan holistic learning dan multiple intelligences (2) Perencanaan pendekatan kurikulum visi semesta meliputi: (a) Pada penyusunan silabus diawali dengan bedah KD, (b) Pembuatan RPP dilaksanakan secara bergantian dengan guru lain, (c) Pada poin sumber daya manusia, ada pelatihan mengenai pendekatan kurikulum visi semesta, (d) Kendala yang ada adalah adanya guru yang keluar masuk sekolah. (3) Pelaksanaan pendekatan kurikulum visi semesta, meliputi: (a) Pada saat pelaksanaan pembelajaran, guru menyisipkan spiritual paradigm dan guidance question, (b) Kebanyakan guru menggunakan model pembelajaran cycle learning dalam pembelajaran, (c) Dalam pelaksanaan supervisi, kepala sekolah aktif memberikan motivasi serta selalu mengoordinasikan CL dan guru untuk selalu bekerja sama. (4) Monitoring pendekatan kurikulum visi semesta, meliputi: (a) Pada tahap supervisi kinerja guru dilakukan oleh pimpinan sekolah secara terjadwal dan uji petik, (b) Kegiatan monitoring siswa dilakukan oleh guru melalui rapat jenjang pada tiap kelas, (c) Kegiatan monitoring perkembangan siswa juga dilaporkan pada wali siswa setiap 1 bulan sekali. (5) Evaluasi pendekatan kurikulum visi semesta, meliputi: (a) Evaluasi kinerja guru dilakukan setiap 2 bulan sekali, akhir tema, dan akhir semester, dan akan ditindaklanjuti oleh kepala sekolah, (b) Evaluasi yang dilakukan guru pada siswa terdiri dari evaluasi hasil akademik siswa dan observasi siswa, (c) Pada evaluasi kenaikan kelas, siswa harus menuntaskan prasyarat yang ditetapkan oleh sekolah. (6) Faktor pendukung dan penghambat pendekatan kurikulum visi semesta, meliputi: (a) Adapun faktor pendukung diantaranya adalah adanya dukungan dari lembaga, sarana prasarana yang memadai, dan adanya pelatihan bagi guru, (b) Faktor penghambat diantaranya adalah adanya guru yang belum memahami pendekatan kurikulum visi semesta dan faktor lupanya guru dalam mengajarkan tentang spiritual paradigm, (c) Solusi yang diberikan oleh sekolah adalah memberikan pelatihan kepada guru yang belum memahami pendekatan kurikulum visi semesta.

The research purposes are: (1) Describe the implementation of the curriculum approach “visi semesta” at Integrates Islamic Elementary School At-Taqwa Surabaya. (2) Describe the supporting factors and inhibiting factors of curriculum approach “visi semesta” at Integrates Islamic Elementary School At-Taqwa Surabaya.

This research uses a descriptive qualitative method. Data collection techniques used include: (a) interviews, (b) observation and, (c) documentation. The data analysis techniques use data reduction, data presentation, and conclusion. The technique for checking the validity of the data using source triangulation, technical triangulation, and member check.

The results of this research are: (1) The universal vision curriculum approach includes: (a) The approach of the visi semesta curriculum refers to the national curriculum and added several innovations, (b) There is the application of holistic learning and multiple intelligences. (2) The planning of the visi semesta curriculum approach includes: (a) In the preparation of the syllabus beginning with the operation of the KD, (b) The preparation of the lesson plan is alternated with other teachers, (c) At the resource points humans, there is training on the visi semesta curriculum approach, (d) The existing obstacles are the existence of teachers who go out of school. (3) Implementation of the visi semesta curriculum approach, includes: (a) During the implementation of learning, the teacher inserts a spiritual paradigm and guidance question, (b) Most teachers use the cycle learning learning model in learning, (c) In conducting supervision, the principal is active motivate and always coordinate CL and teachers to always work together. (4) Supervision of the visi semesta curriculum approach, including: (a) At the stage of supervision of teacher performance carried out by school leaders on a scheduled basis and randomized test, (b) Student supervision activities carried out by teachers through level meetings in each class, (c) Student development supervision activities are also reported to student guardians every 1 month. (5) Evaluation of the visi semesta curriculum approach, including: (a) Teacher performance evaluation is conducted every 2 months, end of theme, and end of semester, and will be followed up by the principal, (b) Evaluation conducted by the teacher on students consists of evaluation of results student academic and student observation, (c) In evaluating class increases, students must complete the prerequisites set by the school. (6) Supporting factors and inhibitors of the universal vision curriculum approach include: (a) Supporting factors include the existence of support from institutions, adequate infrastructure, and training for teachers, (b) inhibiting factors including the existence of teachers who do not understand the universal vision curriculum approach and the missing factor of the teacher in teaching about the spiritual paradigm, (c) The solution provided by the school is to provide training to teachers who do not yet understand the visi semesta curriculum approach