Kurikulum Berbasis Nilai Cinta: Rekonstruksi Ontologis dan Aksiologis Pendidikan Madrasah
DOI:
https://doi.org/10.52185/kariman.v14i1.1127Abstract
This study aims to reconstruct the essence of the madrasah curriculum from ontological and axiological perspectives by positioning the value of love as the fundamental orientation in the process of internalizing educational values. The research problem stems from the tendency to interpret the curriculum in a manner that remains administrative and focused on cognitive aspects, resulting in the affective and spiritual dimensions not yet being systematically integrated into the curriculum structure. This study employs a qualitative approach with a library research design. Research data are sourced from primary and secondary literature, including works on the philosophy of education, curriculum theory, and classical and contemporary Islamic educational studies relevant to the concepts of educational values and objectives. Data collection was conducted through literature documentation, while data analysis employed content analysis and philosophical analysis to identify the curriculum’s ontological structure and its underlying axiological orientation. The research findings indicate that the madrasah curriculum must be understood as a normative and existential entity that not only regulates instructional content but also shapes students’ educational experiences and value orientations. Axiological reconstruction positions the value of love as an ethical principle that frames educational goals, curriculum content, learning strategies, and the institutional culture of the madrasah. This study formulates a Three-Dimensional Integration Model of Love-Based Madrasah Curriculum, consisting of structural, pedagogical, and cultural dimensions that operate systemically as a framework for value internalization. These findings contribute to the development of Islamic curriculum philosophy by emphasizing the importance of integrating the value of love into curriculum design to build a madrasah education that is humanistic, transcendental, and oriented toward character formation.
References
Audebrand, Luc K, and Matthias Pepin. “Principles for Responsible Management Education: An Axiological Approach.” Journal of Management Education 46, no. 5 (2022): 888–919. https://doi.org/https://doi.org/10.1177/10525629221077148.
Barragan, Victor Mendoza. “La Libertad Como Posibilidad Para La Humanización En La Educación: Una Reflexión Teórica Desde El Pensamiento de Paulo Freire.” Ibero Ciencias - Revista Científica y Académica - ISSN 3072-7197 4, no. 4 (2025): 97–122. https://doi.org/10.63371/ic.v4.n4.a368.
Barros, Amon, Alexandra Bristow, Alessia Contu, Sergio Wanderley, and Ajnesh Prasad. “Politicizing and Humanizing Management Learning and Education with Paulo Freire.” Management Learning 55, no. 1 (February 2024): 3–16. https://doi.org/10.1177/13505076231221792.
Bosio, Emiliano, and Hans Schattle. “Ethical Global Citizenship Education: From Neoliberalism to a Values-Based Pedagogy.” PROSPECTS 53, no. 3 (2023): 287–97. https://doi.org/10.1007/s11125-021-09571-9.
Burhanudin, Burhanudin. “Implementation of Love-Based Curriculum: An Islamic Education Perspective.” Jurnal Ilmiah Iqra’ 19, no. 2 (2025): 291–301. https://doi.org/http://dx.doi.org/10.30984/jii.v19i2.3836.
Chen, Ming-Kuo, Chia-Ming Hsueh, Wen-Wei Chiang, Kun-I Chiu, and Yi-Huang Shih. “Paulo Freire’s Dialogic Pedagogy and the Democratization of Pedagogy in Taiwan’s Higher Education: Challenges and Possibilities.” Edelweiss Applied Science and Technology 9, no. 5 (2025): 1264–1273. https://doi.org/10.55214/25768484.v9i5.7134.
Chesky, Nataly Z, and Mark R Wolfmeyer. “STEM’s What, Why, and How? Ontology, Axiology, and Epistemology.” In Philosophy of STEM Education: A Critical Investigation, edited by Nataly Z Chesky and Mark R Wolfmeyer, 17–43. New York: Palgrave Macmillan US, 2015. https://doi.org/10.1057/9781137535467_2.
Cohen Lissman, Dana, MaryJohn R Pachuta-Rysak, Jerry Rosiek, and Shareen Springer. “Moral Injury and Moral Traps in Teaching: Learning from the Pandemic.” Journal of Moral Education 53, no. 3 (July 2024): 519–46. https://doi.org/10.1080/03057240.2023.2237202.
D’agnese, Vasco. “The Essential Uncertainty of Thinking: Education and Subject in John Dewey.” Journal of Philosophy of Education 51, no. 1 (February 2017): 73–88. https://doi.org/10.1111/1467-9752.12187.
Dewey, J. Experience and Education, 2018. https://doi.org/10.1080/00131728609335764.
Dovbnya, Viktor. “Subjectivity as a Fundamental Concept of Modern Philosophy of Education.” Filosofiya Osvity. Philosophy of Education 30, no. 1 (November 2024): 204–20. https://doi.org/10.31874/2309-1606-2024-30-1-12.
Guessab, Karim El, Volodymyr Bilokopytov, and Ruslan Rudomotov. “Pedagogy of Freedom in Axiological Dimensions of Education.” Filosofiya Osvity. Philosophy of Education 30, no. 2 (March 2025): 28–42. https://doi.org/10.31874/2309-1606-2024-30-2-2.
Hadi, S. Methodologi Research. 2nd ed. Jajasan Penerbitan FIP-IKIP, 2015. https://books.google.co.id/books?id=mbn3bCk0LMoC.
Harris, Darriel, and Debra Roter. “Profound Love and Dialogue: Paulo Freire and Liberation Education.” HLRP: Health Literacy Research and Practice 8, no. 3 (2024): e118–e120. https://doi.org/10.3928/24748307-20240613-02.
Hlebowitsh, Peter. “Ralph Tyler, the Tyler Rationale, and the Idea of Educational Evaluation.” In Oxford Research Encyclopedia of Education, 2021.
Hung, Cheng-Yu. “The Revival of the Process Model in Curriculum Design: Changes and Challenges in the New Taiwanese Citizenship Curriculum.” Journal of Curriculum Studies 54, no. 3 (May 2022): 406–22. https://doi.org/10.1080/00220272.2021.1957157.
Ibeh, Athanatius Ifeanyi. “Curriculum Theory by Ralph Tyler and its Implication for 21st Century Learning.” UNIZIK Journal of Educational Research and Policy Studies, no. SE- (June 2022): 52–61. https://www.unijerps.org/index.php/unijerps/article/view/329.
Ikhrom, Ikhrom, Irwan Abdullah, Reza Kafipour, Zulfi Mubaraq, and Agus Sutiyono. “Intolerance in Islamic Textbooks: The Quest for an Islamic Teaching Model for Indonesian Schools.” Cogent Education 10, no. 2 (2023): 2268454. https://doi.org/https://doi.org/10.1080/2331186X.2023.2268454.
Ilahiya, Nabila, and Mulyawan Nugraha. “The Role of Ontology in Contemporary Educational Theory.” Jurnal Ilmiah Wahana Pendidikan 11, no. 8.B (August 2025): 198–212. https://doi.org/https://jurnal.peneliti.net/index.php/JIWP/article/view/10984.
Jia, Ke, Ruolin Kang, Yiran Wang, Lin Ma, and Xiuli Liu. “Constructing an Empathy Education System: Values, Principles, and Approaches.” Journal of Moral Education, December 2024, 1–29. https://doi.org/10.1080/03057240.2024.2416686.
Kholidin, and Sunhaji. “Eksplorasi Nilai-Nilai Kurikulum Berbasis Cinta sebagai Fondasi Pendidikan Karakter di Madrasah Ibtidaiyah.” Jurnal Tawadhu 9, no. 2 (December 2025): 238–51. https://doi.org/10.52802/twd.v9i2.1847.
Kumar, Ashwani. “Curriculum Studies in Mexico: Technical Rationality, Curriculum Communities, and Neoliberal Globalization.” In Curriculum in International Contexts: Understanding Colonial, Ideological, and Neoliberal Influences, edited by Ashwani Kumar, 79–112. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-030-01983-9_4.
Misoczky, Maria Ceci. “Paulo Freire and the Praxis of Liberation: Education, Organization and Ethics.” Management Learning 55, no. 1 (February 2024): 124–40. https://doi.org/10.1177/13505076231201734.
Mutrofin. “John Dewey’s Thinking Construction on Experience-Based Education.” Journal of Education and Learning Sciences 2, no. 2 (2022): 15–27. https://doi.org/10.56404/jels.v2i2.21.
Okur-Berberoglu, Emel. “Affective Learning: Why We Need a Humanistic Curriculum.” World Futures 80, no. 1 (January 2024): 56–69. https://doi.org/10.1080/02604027.2024.2315237.
Pacheco, José Augusto. Whole, Bright, Deep with Understanding: Life Story and Politics of Curriculum Studies. In-between William Pinar and Ivor Goodson. Leiden, The Netherlands: Brill, 2009. https://doi.org/https://doi.org/10.1163/9789087909208.
Pinar, William. A Praxis of Presence in Curriculum Theory: Advancing Currere against Cultural Crises in Education. 1st ed., 2022. https://doi.org/10.4324/9781003212348.
———. Educational Experience as Lived: Knowledge, History, Alterity: The Selected Works of William F. Pinar, 2015. https://doi.org/10.4324/9781315752594.
Poulton, Phillip, and Claire Golledge. “Future Curriculum‐makers: The Role of Professional Experience Placements as Sites of Learning about Curriculum‐making for Preservice Teachers.” The Curriculum Journal 35, no. 4 (2024): 652–72. https://doi.org/10.1002/curj.252.
Rey, Kevin Tonny. “Rethinking Paulo Freire: Esensi Tentang Pendidikan Yang Membebaskan Dan Relevansinya Pada Masa Kini.” Cendekia: Jurnal Pendidikan Dan Keagamaan 2, no. 1 (2025): 1–13. https://doi.org/10.69551/cendekia.v2i1.8.
Rodríguez, Milagros Elena, and Ivan Fortunato. “Paulo Freire’s Contributions to 21st Century Teacher Education: Inspirations for (Re)Discovering Humanization.” Policy Futures in Education 23, no. 5 (June 2025): 977–89. https://doi.org/10.1177/14782103251323403.
Sahin, Abdullah. “Love of Learning as a Humanizing Pedagogic Vocation: Perspectives from Traditions of Higher Education in Islam.” In Higher Education and Love: Institutional, Pedagogical and Personal Trajectories, edited by Victoria de Rijke, Andrew Peterson, and Paul Gibbs, 137–87. Cham: Springer International Publishing, 2021. https://doi.org/10.1007/978-3-030-82371-9_8.
Shabrina, Anisa Ruhi, Suhaila Putri Siregar, and Daulat Saragi. “Memahami Konsep Kurikulum Berbasis Cinta dalam Pembelajaran Melalui Kajian Filsafat Pendidikan.” Jurnal Review Pendidikan Dan Pengajaran 8, no. 3 (September 2025): 7769–77. https://doi.org/10.31004/jrpp.v8i3.51213.
Sharma, Pradip. “Dialogic Pedagogy: Education for Social Justice (A Book Review of Pedagogy of the Oppressed by Paulo Freire).” Bon Voyage 7, no. 1 (2025): 102–9. https://doi.org/10.3126/bovo.v7i1.83770.
Shields, Carmen, and Adam Garry Podolski. “The Mystery in Curriculum Development: Coming to Know Ourselves as Teachers and Individuals in the World.” Journal of the Canadian Association for Curriculum Studies 22, no. 1 (June 2025): 102–16. https://doi.org/10.25071/1916-4467.40834.
Arifin, S. (2017). Mengurai Basis Filosofis Pendidikan Islam. Kariman: Jurnal Pendidikan Keislaman, 5(2), 1-18.
Smith, Kevin. “Reconceptualising Curriculum in a New Era of Welsh Education.” Cylchgrawn Addysg Cymru / Wales Journal of Education 26, no. 2 (2024): 54–71. https://doi.org/10.16922/wje.26.2.5.
Syaripudin, Ahmad, and Raudhatul Hasna. “Kurikulum 2013 Dan Kurikulum Cinta Kemenag: Strategi Integratif Dalam Pendidikan Karakter Dan Spiritual: Strategi Integratif Dalam Pendidikan Karakter Dan Spiritual.” Pendas: Jurnal Ilmiah Pendidikan Dasar 10, no. 02 (2025): 288–99. https://doi.org/https://doi.org/10.23969/jp.v10i02.24768.
Tabron, Lolita A, and Amanda K Thomas. “Deeper than Wordplay: A Systematic Review of Critical Quantitative Approaches in Education Research (2007–2021).” Review of Educational Research 93, no. 5 (October 2023): 756–86. https://doi.org/10.3102/00346543221130017.
Tan, Eunice. “‘Heartware’ for the Compassionate Teacher: Humanizing the Academy through Mindsight, Attentive Love, and Storytelling.” Journal of Applied Learning & Teaching 5, no. 2 (July 1, 2022): 152–59. https://doi.org/10.37074/jalt.2022.5.2.ss1.
Torres, Leonor L. “School Organizational Culture and Leadership: Theoretical Trends and New Analytical Proposals.” Education Sciences, 2022. https://doi.org/10.3390/educsci12040254.
Totussangadah, Robit, Vivi Faradila Putri, Hasna Alfi Salsabila, Azizah Zahra Muamar, Mohammad Fauzan Fahri Romadhon, Muhammad Abdul Hasyim, Faik Muzaki, and Umi Zulfa. “Axiological Review of the Love-Based Curriculum (KBC) and its Relevance to Society 5.0.” In PROCEEDING AL GHAZALI International Conference, 3:248–55, 2025. https://doi.org/https://doi.org/10.52802/aicp.v3i1.1820.
Wahab, Abdurrahman Ahmad. “Towards Integration: A Three-Dimensional Approach to Moral Education in the Philosophies of Al-Ghazālī and Kant.” Journal of Islamic Ethics 9, no. 1–2 (2025): 205–27. https://doi.org/https://doi.org/10.1163/24685542-20250006.
Wahyudi, Deni, Nuryati Nuryati, Ahmad Zaenudin, Soleha Soleha, and Aisyah Aisyah. “Digital Education as a Social and Political Space: Power, Justice, and Transformation.” El Midad 18, no. 1 (March 2026): 31–39. https://doi.org/10.20414/elmidad.v18i1.14713.
Wraga, William. “Understanding the Tyler Rationale: Basic Principles of Curriculum and Instruction in Historical Context.” Espacio, Tiempo y Educación 4, no. 2 (2017): 227–52. https://doi.org/10.14516/ete.156.
Wulandari, Catur, and Wakhudin Wakhudin. “Implementation of Ralph W. Tyler’s Objective Model in Curriculum Development at Linggasari 1 Public Elementary School, Banyumas.” In Proceedings Series on Social Sciences & Humanities, 611–15, 2025. https://doi.org/10.30595/pssh.v25i.1759.
Zajda, Joseph. “Curriculum Design and Evaluation in the Global Culture.” In Handbook of Curriculum Theory, Research, and Practice, edited by Peter Pericles Trifonas and Susan Jagger, 783–97. Cham: Springer International Publishing, 2024. https://doi.org/10.1007/978-3-031-21155-3_23.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Sandi Ferdy Yulianto, Mohammad Iqbal Falahy, Nur Ahid
This work is licensed under a Creative Commons Attribution 4.0 International License.
