Implementation of Kurikulum Berbasis Cinta in Islamic Primary Education: A Phenomenological Study at Madrasah Ibtidaiyah

Rahmat Syukran; Leli Lismay; Ade Suhendra; Adriansyah Adriansyah; Absharini Kardena; Eka Pasca Surya Bayu

doi:10.58485/jie.v5i2.735

Authors

Rahmat Syukran Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Leli Lismay Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Ade Suhendra Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Adriansyah Adriansyah Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Absharini Kardena Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia
Eka Pasca Surya Bayu Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.735

Keywords:

Kurikulum Berbasis Cinta, Islamic primary education, phenomenology, madrasah ibtidaiyah, compassionate pedagogy

Abstract

This study explores how a Kurikulum Berbasis Cinta is interpreted and enacted in Islamic primary education at Madrasah Ibtidaiyah. Using a qualitative phenomenological design, the research examined the lived experiences of school actors in planning, implementing, and evaluating a curriculum that humanizes learners while maintaining strong Islamic values. Semi-structured interviews were conducted on 1 June 2026 with the principal, curriculum coordinator, six teachers, four students, and three parents. The interview data were complemented by classroom observations, school-environment observations, and document analysis of teaching modules, assessment records, and student portfolios. Data were analyzed through horizonalization, meaning-unit clustering, thematic synthesis, and interpretive reflection. The findings show that the Kurikulum Berbasis Cinta was experienced through four interrelated dimensions: i) curriculum meaning as rahmah-centered humanization, ii) compassionate and differentiated classroom practice, iii) dialogic and formative assessment, and iv) a school ecology that prioritizes dignity, safety, and spiritual growth. Participants described that students were given voice, guided through respectful discipline, and supported according to learning readiness and socio-emotional needs. At the same time, implementation was constrained by documentation burden, uneven teacher capacity in differentiated instruction, limited learning resources, and some parents’ continuing preference for examination-oriented indicators. The essence of the experience indicates that a Kurikulum Berbasis Cinta in a madrasah context is not merely a soft pedagogical style; it is an institutional ethic of care that integrates adab, academic growth, and learner well-being. The study recommends sustained teacher mentoring, stronger parent-school dialogue, and assessment designs that better connect cognitive, affective, social, and spiritual outcomes.

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