Designing a Humanistic Curriculum for Madrasah Aliyah based on the Values of Love and Empathy
DOI:
https://doi.org/10.59525/gej.2006Keywords:
Empathy, Humanistic Curriculum, Islamic Education, Love, Madrasah AliyahAbstract
Humanistic education in Madrasah Aliyah requires a curriculum that integrates intellectual, emotional, social, moral, and spiritual development. However, love and empathy are often treated as values rather than organizing principles of curriculum design. This study aimed to design a humanistic curriculum for Madrasah Aliyah based on love and empathy and to formulate its principles, components, implementation strategies, and assessment framework. The study employed Research and Development (R&D) using an Educational Design Research (EDR) orientation. Data were collected through interviews, observations, document analysis, focus group discussions, and expert validation involving curriculum specialists, Islamic education experts, school leaders, teachers, and students. Qualitative data were analyzed interactively through data condensation, data display, and conclusion verification, while expert validation findings informed iterative product revision. The results indicate that love functions as the philosophical and ethical foundation, whereas empathy operates as a socio-emotional competency translating values into social practices. The resulting curriculum integrates humanistic objectives, learning experiences, dialogic pedagogy, teacher modeling, supportive school culture, and authentic assessment. The study concludes that love-based humanistic curriculum should be developed as a whole-school educational ecosystem rather than an additional instructional theme. Its contribution lies in integrating humanistic education, social-emotional learning, and Islamic values into a curriculum framework for Madrasah Aliyah.
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