Reorientation of the Islamic Education Curriculum in Madrasahs through a Love-Based Approach
Keywords:
Curriculum Reorientation, Islamic Education, Madrasah, Love-Based ApproachAbstract
This study aims to examine the reorientation of the Islamic education curriculum in madrasah through a love-based approach as a pedagogical, ethical, and spiritual foundation. The study focuses on how love can be positioned as a curriculum principle that integrates knowledge, morality, spirituality, empathy, and social responsibility in Islamic education. This research employed a qualitative approach using library research. Data were collected from books, journal articles, and relevant academic sources related to curriculum theory, humanistic pedagogy, ethics of care, dialogical education, and Islamic educational thought. The data were analyzed through content analysis by identifying, categorizing, interpreting, and synthesizing key theoretical concepts. The findings indicate that a love-based approach requires curriculum reorientation in three main aspects: the reformulation of educational objectives, the transformation of teacher-student relationships, and the strengthening of madrasah culture. This approach contributes to forming students who are religious, civilized, empathetic, and socially responsible.
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