Integrating Compassionate Values into a Love-Based Curriculum at Madrasah Ibtidaiyah (MI) for Holistic Education
DOI:
https://doi.org/10.59525/gej.2005Keywords:
Character Education, Compassion, Holistic Education, Love-Based Curriculum, Madrasah IbtidaiyahAbstract
Madrasah Ibtidaiyah (MI) education is required not only to develop academic competence, but also to form students' character, emotional intelligence, spirituality, and social concern holistically. In this context, the Love-Based Curriculum (KBC) offers an educational paradigm that places compassion and humanity as the foundation of learning, but the operationalization of compassion values in curriculum practice has not been widely studied. This study aims to analyze the integration of compassionate values into KBC and its contribution to strengthening holistic education in MI. The research uses a qualitative approach with a case study design. Data was obtained through semi-structured interviews, observations, and document analysis, then analyzed interactively through data condensation, data presentation, conclusion drawn, and verification by triangulating sources and techniques. The results of the study show that compassion is integrated through learning objectives, teacher example, humanist pedagogical interaction, collaborative learning, habituation, and madrasah culture. The integration strengthens empathy, care, appreciation for differences, social responsibility, and the moral and emotional development of students. However, its implementation still faces limitations in the operationalization of indicators and compassionate value assessments. Research concludes that compassion can serve as a bridging value that connects the spiritual, moral, social, emotional, and intellectual dimensions in holistic education. The contribution of the research lies in the conceptual and practical reinforcement that KBC needs to be understood as a pedagogical cultural transformation, not just a change in curriculum documents.
References
Afifah, A., Purbasari, A. A., Afifah, F. Z., Paradina, I., Rachmania, & Suttrisno. (2025). Analisis program pelatihan guru dalam menerapkan Kurikulum Berbasis Cinta di Madrasah Ibtidaiyah. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(1). https://doi.org/10.23969/jp.v11i01.40401
Aluf, W. A. (2024). Strategi pengembangan Kurikulum Merdeka dalam memperkuat karakter pada tingkat sekolah dasar. Jurnal Basicedu, 8(2), 1211–1223. https://doi.org/10.31004/basicedu.v8i2.7275
Awwad-Tabry, S., & Levkovich, I. (2024). “We felt so alone, but at least we felt it together”: Self-compassion among teachers. Psychology in the Schools, 61, 4465–4482. https://doi.org/10.1002/pits.23289
Diharja, U., Yanti, D., Sasongko, R. N., & Kristiawan, M. (2022). Implementation of character education in elementary school using the QR Code during the Covid-19 pandemic. Ta'dib: Jurnal Pendidikan Islam, 27(2), 97–107. https://doi.org/10.19109/td.v27i2.12050
Dike, D., & Parida, L. (2020). The micro leadership strategy of the principal to implementing character education in elementary school. Jurnal Prima Edukasia, 8(1). https://doi.org/10.21831/jpe.v8i1.29920
Hafina, A., Nur, L., & Malik, A. A. (2022). The development and validation of a character education model through traditional games based on the Socratic method in an elementary school. Jurnal Cakrawala Pendidikan, 41(2), 404–415. https://doi.org/10.21831/cp.v41i2.46125
Hidayat, M. T., Khoirurrosyid, M., Kurniawan, T. R., Hening, P. P., Ulya, G. A., & Sain, Z. H. (2023). Raising honest citizens: A cross-cultural study of moral education in primary schools. Jurnal Prima Edukasia, 11(2). https://doi.org/10.21831/jpe.v11i2.86059
Hidayat, M., Abdul Rozak, R. W., Hakam, K. A., Kembara, M. D., & Parhan, M. (2022). Character education in Indonesia: How is it internalized and implemented in virtual learning? Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.45920
Lestari, P. R., & Tirtoni, F. (2021). Literature study on implementation of elementary school student character education. Indonesian Journal of Education Methods Development, 14, 1–6. https://doi.org/10.21070/ijemd.v14i.589
Malahati, F., & Rokhimawan, M. A. (2024). The implementation of hidden curriculum on fifth grade students' character development at Islamic elementary school. DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar, 6(2), 153–164. https://doi.org/10.21831/didaktika.v6i2.67252
Maulana, M. I. (2022). Teachers' enactments of character education: A case study from Indonesia. Jurnal Pendidikan Karakter, 13(2). https://doi.org/10.21831/jpka.v13i2.50224
Mukaromah, N., Abila, A. R., Nuranggraeni, R. D. R., Jahlia, E., Destita, S., & Abdurrahmansyah, A. (2025). Permasalahan dan tantangan penerapan Kurikulum Berbasis Cinta di Madrasah Ibtidaiyah. Jurnal Basicedu, 9(5), 1633–1641. https://doi.org/10.31004/basicedu.v9i5.10765
Nugraha, L., Zainuri, A., Maharani, A., & Hamzah, A. (2025). Implementasi Kurikulum Berbasis Cinta pada Madrasah Ibtidaiyah di Kota Palembang: Sebuah studi literatur. Linear: Jurnal Ilmu Pendidikan, 9(2), 89–102. https://doi.org/10.53090/j.linear.v9i2.1062
Nurasiah, I., Sumantri, M. S., Nurhasanah, N., & Casmana, A. R. (2022). Cultural values' integration in character development in elementary schools: The Sukuraga as learning media. Frontiers in Education, 7, 849218. https://doi.org/10.3389/feduc.2022.849218
Prastyo, D., Soetjipto, B. E., Hadi, S., & Sapto, A. S. (2024). The effects of problem-based, project-based, and multicultural learning on prosocial behavior in elementary school students. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1312–1319. https://doi.org/10.31004/obsesi.v8i5.6204
Pratiwi, A., Darmiany, D., & Setiawan, H. (2021). Character education values: Is learning process in elementary school implement it? Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 9(2), 267–279. https://doi.org/10.33394/j-ps.v9i2.4374
Rifa'i, M. R., & Hafidhoh, N. (2022). Pengembangan kepribadian anak melalui pendidikan karakter di Madrasah Ibtidaiyah. Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 5(1), 1–9. https://doi.org/10.58518/awwaliyah.v5i1.920
Sardila, V., Susanti, R. H., Syarif, M. I., & Aramudin. (2023). Empathic approach in classroom activities to support gender-responsive education at the sixth-grade elementary students. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(6). https://doi.org/10.33578/jpfkip.v12i6.10228
Sari, Y. Y., Solihati, N., & Fatayan, A. (2022). Development of a prophetic character education model for elementary school students through the work: Writing an anthology of stories of the prophets and companions. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 8(4), 1052–1062. https://doi.org/10.33394/jk.v8i4.5966
Wahyudi, I., & Wuryandani, W. (2024). Integrating cultural values in nationalism character education: A study on Merdeka Curriculum implementation. Indonesian Values and Character Education Journal, 7(2), 120–131. https://doi.org/10.23887/ivcej.v7i2.84289
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lailan Aprina Siregar, Khoirun Nisa Zein Lubis
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
