Innovation in the development of the Islamic Education curriculum is important because of the moral decline in various elements of society. This destructive if not responded quickly, precisely, and intelligently can have a negative impact. The purpose of this study is to describe the implementation of innovative curriculum development through curricular and extracurricular activities in pesantren-based Roudhatut Thalabah Middle School. This research is a qualitative method. Data collection uses observation, interview, and documentation techniques. Data analysis uses descriptive qualitative methods. Data validity uses the triangulation of sources and techniques. The results of this study at Tholabah Middle School innovated in developing the Islamic Education curriculum through curriculum integration and collaboration between schools and dormitories. As well as making PAI subjects, in general, a nomenclature of subjects in schools, but PAI learning was developed into a stand-alone subject in the form of the Al-Qur'an, Hadis, Fiqh, SKI, and Akidah Akhlak.

Students’ scientific literacy skills are still low because they are still minimal or not the availability of chemistry teaching materials that contain balanced scientific literacy skills. The research objective was to develop scientific literacy-based chemistry teaching materials that contain balanced scientific literacy, validity, readability, and effectiveness. This research conducted research and development methods with the ADDIE approach which consists of five steps; analyze, design, develop, implement, and evaluation. Based on the research results, the teaching materials were based on science literacy colloid material which developed has the characteristics of a balanced scientific literacy content, namely 41,17% of science as the body of knowledge, 17,64% of science as a way of investigating, 17,64% science as a way of thinking, and 23,52% interaction of science, technology, and society. 7 validators of scientific literacy-oriented teaching materials were declared feasible and have criteria easy to understand with average readability of 74.11%. An increase in scientific literacy skills students who use science literacy-based teaching materials is higher than students who using teaching materials used in school.