Humanisasi Pendidikan Dasar Islam: Kolaborasi Kurikulum Merdeka dan Kurikulum Cinta dalam Praktik Pembelajaran
Keywords:
Humanistic Learning, Kurikulum Merdeka, Kurikulum Cinta, Primary Islamic Education, Learner AutonomyAbstract
The transformation of primary education in Indonesia demands learning that is not only academically excellent but also humanizing for students. This study aims to examine in depth how the Kurikulum Merdeka and the Kurikulum Cinta can synergize to foster humanistic learning at Madrasah Ibtidaiyah Islamiyah Ploso Buden. The Kurikulum Merdeka provides opportunities for learner autonomy, differentiated instruction, and the development of creativity, while the Kurikulum Cinta introduces elements of compassion, empathy, and emotional closeness between teachers and students. When these two curricula are integrated, a form of educational practice emerges that not only develops cognitive abilities but also nurtures students’ emotional and character development. This study employs a descriptive qualitative approach, using observation, in-depth interviews, and document analysis as data collection techniques. The findings reveal that the synergy of these two curricula results in a warmer, pressure-free learning environment that accommodates the diverse potentials of students. Teachers are able to design flexible learning activities that are responsive to individual needs and delivered through respectful and empathetic interactions. Students become more confident, active, and feel valued as unique individuals. The classroom environment evolves into a dynamic space of dialogue, where students feel safe to ask questions, explore, and even make mistakes. These findings confirm that the integration of the pedagogical framework of the Kurikulum Merdeka with the affective approach of the Kurikulum Cinta can significantly strengthen humanistic learning practices in madrasahs. This integration offers a promising model for educational development that emphasizes character formation, psychological well-being, and learner autonomy.
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Copyright (c) 2026 Erika Putri Apriliya, Nadlir Nadlir (Author)
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