Analisis Konseptual Kurikulum Cinta: Pendekatan Humanistik dan Implikasinya terhadap Pendidikan Islam

##plugins.themes.academic_pro.article.sidebar##

Published Apr 30, 2025
https://doi.org/10.62491/njpi.2025.v5i2-13
Download
PDF
Statistic
Vol. 5 No. 2 (2025)

##plugins.themes.academic_pro.article.main##

Zaitun Qamariah
IAIN Palangka Raya, Kalimantan Tengah, Indonesia
https://orcid.org/0000-0002-0203-3338
Khairil Anwar
IAIN Palangka Raya, Kalimantan Tengah, Indonesia
https://orcid.org/0009-0002-2949-2443

Abstract

Purpose – This research examines the conceptual integration of a love-based curriculum and humanistic approaches within Islamic education frameworks, analyzing their potential implications for learning management systems in Indonesian religious educational institutions.
Method – The study employs a systematic library research methodology, analyzing relevant literature published primarily from 2020 onward. Data collection involved comprehensive examination of official policy documents from the Ministry of Religious Affairs of Indonesia, academic journals, and scholarly publications through databases including Google Scholar, ERIC, JSTOR, and DOAJ. Analysis utilized thematic categorization to identify key conceptual elements.
Findings – The research identifies three fundamental dimensions of the love-based curriculum: its philosophical foundations in Islamic rahmatan lil 'alamin concept, its pedagogical emphasis on emotional intelligence development, and its practical implementation challenges. The integration of humanistic values with Islamic educational principles creates a framework that enhances character formation while addressing contemporary educational challenges, including digital disruption and social fragmentation.
Research Implications – This study contributes to educational theory by proposing a conceptual framework that bridges Islamic educational principles with contemporary humanistic pedagogy. The findings suggest practical applications for curriculum development in religious educational institutions facing modernization challenges. This research presents the first comprehensive conceptual analysis of the love-based curriculum initiative within the context of Indonesian Islamic education, offering insights that extend beyond religious boundaries toward broader educational reform considerations.

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Author Biography

Khairil Anwar, IAIN Palangka Raya, Kalimantan Tengah, Indonesia

Prof. Dr. H. Khairil Anwar, M.Ag is a Professor and a Senior Lecturer at Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia.

How to Cite
Qamariah, Z., & Anwar, K. (2025). Analisis Konseptual Kurikulum Cinta: Pendekatan Humanistik dan Implikasinya terhadap Pendidikan Islam. Nusantara: Jurnal Pendidikan Indonesia, 5(2), 426–442. https://doi.org/10.62491/njpi.2025.v5i2-13
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Abdurrohim. (2024). Paradigma Humanis – Religius?: Signifikansi dan Implikasinya Terhadap Pendidikan Islam. Madinatul Iman: Jurnal Keislaman dan Pendidikan, 3(2), 9–30. https://madinatul-iman.com/index.php/jurnal/article/view/38
  2. Ariandy, M. (2019). Kebijakan Kurikulum dan Dinamika Penguatan Pendidikan Karakter di Indonesia. Sukma: Jurnal Pendidikan, 3, 137–168. https://doi.org/10.32533/03201.2019
  3. Baok, D., Suardana, I., & Saingo, Y. (2025). Tantangan Radikalisme dan Kontribusi Sila Pertama Dalam Merawat Persatuan Indonesia. Wathan: Jurnal Ilmu Sosial Dan Humaniora, 2, 68–85. https://doi.org/10.71153/wathan.v2i1.204
  4. Effendy, F., Awalludin, D., Ahmad, R., Disman, D., Sultan, M., Nugraha, S., & Suhono, S. (2021). Dampak Pendidikan Kewirausahaan Terhadap Niat Wirausaha Mahasiswa dengan Pendekatan Model TPB. Business Innovation & Entrepreneurship Journal, 3, 195–202. https://doi.org/10.35899/biej.v3i3.316
  5. Erdayani, R., Afandi, M., & Afandi, S. A. (2023). Analisis Kebijakan Desentralisasi Pendidikan Indonesia. Jurnal Birokrasi & Pemerintahan Daerah, 5(3), 55–68. https://doi.org/10.15575/jbpd.v5i3.29265
  6. Gade, S. (2011). Perbandingan Konsep Dasar Pendidikan Antara Dewey dan Asy-Syaibani. Jurnal Ilmiah Didaktika, 12, 86. https://doi.org/10.22373/jid.v12i1.440
  7. Geiger, T., & Pivovarova, M. (2015). Review of Pasi Sahlberg’s “Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?” Education Review, 22. https://doi.org/10.14507/er.v22.1911
  8. Gischa, S. (2021). Sikap Toleransi dalam Keberagaman Bangsa Indonesia. Kompas.Com. https://www.kompas.com/skola/read/2021/10/22/090000269/sikap-toleransi-dalam-keberagaman-bangsa-indonesia?page=all
  9. Hakim, N. (2018). Kecerdasan Intelektual, Emosional, dan Spiritual dalam Perspektif Bidayatul Hidayah. Indonesian Journal of Islamic Education Studies (IJIES), 1, 218–233. https://doi.org/10.33367/ijies.v1i2.639
  10. Hidayat, W., Wijaya, K. C. ., Rahmatsyah, R., & Ramadhani , N. (2025). Analisis Pendekatan Humanisme dalam Pembelajaran Kurikulum Merdeka: Dampaknya Terhadap Karakter Mandiri Siswa Sekolah Dasar. Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research, 2(1b), 2481–2493. https://doi.org/10.32672/mister.v2i1b.2912
  11. Holter, A. C., Martin, J., & Enright, R. D. (2007). Restoring justice through forgiveness: The case of children in Northern Ireland. In Handbook of restorative justice (pp. 311-320). Routledge.
  12. Husnaini, M., Sarmiati, E., & Harimurti, S. M. (2024). Pembelajaran Sosial Emosional: Tinjauan Filsafat Humanisme terhadap Kebahagiaan dalam Pembelajaran. Journal of Education Research, 5(2), 1026–1036. https://doi.org/10.37985/jer.v5i2.887
  13. Isnaini, C., Ayu, F., Malik, A., Maulana, M., Andika, S., & Mustafiyanti, M. (2024). Pendekatan Humanistik Dalam Pengembangan Kurikulum Pendidikan Agama Islam. Perspektif?: Jurnal Pendidikan Dan Ilmu Bahasa, 2, 138–146. https://doi.org/10.59059/perspektif.v2i2.1286
  14. Moon, M. (2019). Triangulation: A Method to Increase Validity, Reliability, and Legitimation in Clinical Research. Journal of Emergency Nursing, 45, 103–105. https://doi.org/10.1016/j.jen.2018.11.004
  15. Mukhlis, F. (2018). Pendidikan Agama Islam Anti Radikalisme. 2(1705045066), 1–111. (Manuskrip tidak diterbitkan). ResearchGate. https://www.researchgate.net/publication/329644491_Pendidikan_Agama_Islam_Anti_Radikalisme
  16. Muslim, A. (2017). Reinterpretasi Konsep Islam dan Iman dalam Al-qur'an (Telaah Pemikiran Muhammad Shahrur). Dialogia, 15, 23. https://doi.org/10.21154/dialogia.v15i1.1183
  17. Mustafa, P. S. (2021). Model Discrepancy sebagai Evaluasi Program Pendidikan. Palapa, 9, 182–198. https://doi.org/10.36088/palapa.v9i1.1067
  18. Nafilah, A. K., Mabnunah, M., Aisyah, S., & Kahfi, S. (2023). Implementasi Pendidikan Berbasis Moderasi Beragama dalam Meningkatkan Kesadaran Beragama di MAN 1 Pamekasan. Jurnal Dimensi Pendidikan Dan Pembelajaran, 11(1), 31–43.
  19. Ningsih, S., Silva, M., Suharti, L., & Harahap, J. (2023). Konsep Dan Implementasi Kurikulum Merdeka. Competitive: Journal of Education, 2, 201–211. https://doi.org/10.58355/competitive.v2i3.37
  20. Nugraheni, Y., & Firmansyah, A. (2020). Pendidikan dalam Perspektif Kritis-Emansipatoris (Telaah terhadap Kurikulum dan Metode Pembelajaran). Mamba’ul ’Ulum, 16, 93–111. https://doi.org/10.54090/mu.8
  21. Nursalim, E., & Iskandar, I. (2021). Konsep Fitrah dalam Pendidikan Islam Perspektif Al-Qur'an dan Hadits. Mushaf Journal: Jurnal Ilmu Al Quran Dan Hadis, 1, 31–40. https://doi.org/10.54443/mushaf.v1i1.8
  22. Rizki, A., & Wati, S. (2024). Integrasi Ilmu Pengetahuan Umum dan Agama dalam Pendidikan Islam Modern: Tantangan dan Peluang. Jurnal Budi Pekerti Agama Islam, 3, 254–259. https://doi.org/10.61132/jbpai.v3i1.896
  23. Rosidi, I., Soim, M., Arbi, A., & Kasmuri. (2024). The influence of the Living Values Education (LVE) approach on increasing religious moderation of PAI (Islamic Education) teachers in Pekanbaru, Indonesia. Toleransi: Media Komunikasi Umat Beragama, 16(1), 32–47. https://doi.org/10.24014/trs.v16i1.29559
  24. Sabrina, J. A. N., S, H. A. Y., Aryanti, L. D., & Yusuf, N. A. P. (2024). Implikasi Pendidikan Islam Perspektif Ahmad Dahlan dalam Pembentukan Karakter pada Era Globalisasi. Jurnal Pendidikan Islam, 1(2), 10. https://doi.org/10.47134/pjpi.v1i2.206
  25. Samosir, K., Gultom, R. C., Nainggolan, R. S., Nurjannah, S., Simbolon, R. S., & Sembiring, C. J. (2024). Integrasi Filsafat Pendidikan dan Sejarah Matematika: Implikasinya. Jurnal Review Pendidikan Dan Pengajaran, 7(4), 19322–19330. https://doi.org/10.31004/jrpp.v7i4.39389
  26. Sarnoto, A. Z. (2018). Paradigma pendidikan humanistik dalam pendidikan berbasis Al-Qur’an. Madani Institute: Jurnal Politik, Hukum, Ekonomi, Pendidikan dan Sosial-Budaya, 7(1), 9–13. https://doi.org/10.53976/jmi.v7i1.39
  27. Sebrina, A., & Sukirman, D. (2019). Implementasi kurikulum pada sekolah penyelenggara pendidikan inklusif. Jurnal Penelitian Ilmu Pendidikan, 11, 98–116. https://doi.org/10.21831/jpipfip.v11i2.19748
  28. Sy, H. (2016). Implementasi dan Kendala Pelaksanaan Pembinaan Profesional Guru di Sekolah Dasar. Jurnal Ilmu Pendidikan, 10. https://doi.org/10.17977/jip.v10i1.227
  29. Y?ld?r?m, Y. (2022). Values and Values Education in Turkish National Culture.
  30. Yuliharti, Y. (2019). Pembentukan Karakter Islami dalam Hadis dan Implikasinya pada Jalur Pendidikan Non Formal. Potensia: Jurnal Kependidikan Islam, 4, 216. https://doi.org/10.24014/potensia.v4i2.5918
  31. Yunita, L., & Mandasari, N. (2025). Pendidikan Sains Berorientasi Keterampilan Abad 21 dalam Konteks Pendidikan Tinggi: Review. Panthera?: Jurnal Ilmiah Pendidikan Sains Dan Terapan, 5, 40–49. https://doi.org/10.36312/panthera.v5i1.334
  32. Yusuf, M., & Sterkens, C. (2015). Analysing the State’s Laws on Religious Education in Post-New Order Indonesia. Al-Jami'ah: Journal of Islamic Studies, 53(1), 105-130.