Pedagogical Relationships Linking Kurikulum Berbasis Cinta to Deep Learning in Madrasah Religious Education
DOI:
https://doi.org/10.37680/scaffolding.v8i2.10477Keywords:
Deep Learning, Emotional Safety, Islamic Religious Education, Kurikulum Berbasis Cinta, Pedagogical RelationshipsAbstract
This study investigates how pedagogical relationships operationalize the values of Kurikulum Berbasis Cinta in madrasah religious education and how these relational practices are associated with deep learning at MAS Miftahussalam Medan. A qualitative single-case design was employed, with fieldwork conducted from December 2025 to January 2026. Data were generated through semi-structured interviews with one vice principal for curriculum, three religious education teachers, and six students from Grades X, XI, and XII, supported by classroom observations and document analysis. Data analysis involved condensation, deductive and inductive coding, cross-source thematic comparison, and iterative verification. The findings show that Kurikulum Berbasis Cinta functioned as a value orientation embedded in institutional policy, instructional planning, madrasah culture, and classroom interaction. Teachers enacted their values through empathic communication, dialogic guidance, role modeling, respect for student dignity, and educative discipline. These relational practices were associated with emotional safety, which enabled students to ask questions, reconsider inaccurate answers, exchange viewpoints, reflect on religious values, and connect lesson content with everyday experiences. Leadership commitment, institutional culture, and teacher–student trust supported implementation, whereas limited instructional time, differences in students’ reflective abilities, and uneven teacher readiness constrained its depth and consistency. The study proposes a relational framework in which pedagogical relationships serve as an operational pathway connecting the values of Kurikulum Berbasis Cinta with reflective, contextual, and meaningful learning in madrasah religious education.
References
Afandi, R., & Ningsih, P. N. (2023). The Implementation of the Humanistic Learning Model in the Learning of Islamic Religious Education in Junior High School. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 5(2), 526–542. https://doi.org/10.37680/scaffolding.v5i2.3136
Al-Ghazali, A. H. M. (2005). Ihya’ Ulum al-Din. Dar Ibn Hazm.
Bakar, A., Prastyo, A. T., Ismail, A., Arifin, M. S., Inayati, I. N., & Himmatin, U. (2025). Transformative Islamic Religious Education Model for Muslim Student Minorities at Madrasah Aliyah in Bali. J-PAI: Jurnal Pendidikan Agama Islam, 12(1), 1–17. https://doi.org/10.18860/jpai.v12i1.36374
Basori, R., Zainuri, A., & Mahendra, A. (2025). Implementation and Management of A Love-Based Curriculum in Madrasah Ibtidaiyah of Palembang. Journal of Educational Sciences, 9(5), 3731–3743. https://doi.org/10.31258/jes.9.5.p.3731-3743
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.
Budiman, M. A. I., Zainuri, A., & Arni. (2025). Strategi Pembelajaran PAI Kurikulum Berbasis Cinta pada SMK Kesehatan Athalla Putra Palembang. Moral: Jurnal Kajian Pendidikan Islam, 2(September), 01–07. https://doi.org/10.61132/moral.v2i4.1303
Burhanudin. (2025). Implementation of Love-Based Curriculum: An Islamic Education Perspective. Jurnal Ilmiah Iqra’, 19(2), 291–301. https://doi.org/10.30984/jii.v19i2.3836
Calandri, E., Mastrokoukou, S., Marchisio, C., Monchietto, A., & Graziano, F. (2025). Teacher Emotional Competence for Inclusive Education: A Systematic Review. Behavioral Sciences, 15(3), 359. https://doi.org/10.3390/bs15030359
Dewey, J. (1938). Experience and Education. Macmillan.
Directorate General of Islamic Education. (2025). Keputusan Direktur Jenderal Pendidikan Islam Nomor 6077 Tahun 2025 tentang Panduan Kurikulum Berbasis Cinta. https://cdn.kemenag.go.id/storage/archives/panduan-kurikulum-berbasis-cinta.pdf
Ehlert, M., Adloff, M., & Souvignier, E. (2025). It’s about Time! Teachers’ Perspectives on Supportive and Hindering Contextual Conditions for Implementing Innovations in Schools. Education Inquiry, 1–20. https://doi.org/10.1080/20004508.2025.2454083
Endedijk, H. M., Breeman, L. D., Hendrickx, M. M. H. G., Lissa, C. J. Van, Boer, L. den, & Mainhard, T. (2022). The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher-Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior. Review of Educational Research, 92(3), 1–43. https://doi.org/10.3102/00346543211051428
Freire, P. (2018). Pedagogy of the Oppressed (50th anniversary ed.; M. B. Ramos, Trans.). Bloomsbury Academic.
Gumelar, W. S., Wulandari, S. F., Lestari, T. S., & Ruswandi, R. (2024). The Correlation between Teachers’ Emotional Intelligence and Students’ Learning Engagement in EFL Class. JEELS: Journal of English Education and Linguistics Studies, 11(2), 601–625. https://doi.org/10.30762/jeels.v11i2.3377
Hariyati, N., Bhayangkara, A. N., Islamiah, N., & Hafizh, W. (2023). Relationship Between Organizational Culture Openness and Teacher Readiness Quality with School Dynamic Effectiveness in One-Roof Schools. Jurnal Pendidikan Indonesia, 12(3), 528–542. https://doi.org/10.23887/jpiundiksha.v12i3.61068
Hasibuan, S. S., & Farabi, M. Al. (2024). Islamic Religious Education Learning Strategies in Improving Students’ Communication Skills. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 6(2), 396–414. https://doi.org/10.37680/scaffolding.v6i2.5898
Hidayat, M., Wijaya, R., Rozak, A., Hakam, K. A., & Depriya, M. (2022). Character Education in Indonesia: How is it Internalized and Implemented in Virtual Learning ? Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(1), 186–198. https://doi.org/10.21831/cp.v41i1.45920
Karasova, J., & Nehyba, J. (2023). Student-Centered Teacher Responses to Student Behavior in the Classroom : A Systematic Review. Frontiers in Education, 8, 1–14. https://doi.org/10.3389/feduc.2023.1156530
Lisio, G. Di, Mil, A., Halty, A., & Ber, A. (2025). Nurturing Bonds that Empower Learning: A Systematic Review of the Significance of Teacher-Student Relationship in Education. Frontiers in Education, 10, 1–15. https://doi.org/10.3389/feduc.2025.1522997
Liu, X. (2024). Effect of Teacher–Student Relationship on Academic Engagement: the Mediating Roles of Perceived Social Support and Academic Pressure. Frontiers in Psychology, 15, 1–8. https://doi.org/10.3389/fpsyg.2024.1331667
Maulida, F., & Darnoto. (2025). Implementasi Pendekatan Deep Learning dalam Kurikulum Cinta dalam Meningkatkan Kualitas Pembelajaran PAI di MAN 2 Jepara. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 383–403. https://doi.org/10.23969/jp.v10i04.37990
McChesney, K., & Cross, J. (2023). How School Culture Affects Teachers’ Classroom Implementation of Learning from Professional Development. Learning Environments Research, 26(3), 785–801. https://doi.org/10.1007/s10984-023-09454-0
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.
Musolin, M., & Sudarmaji, W. (2025). Love-Based Curriculum Management in Strengthening Students’ Islamic Character in Madrasah Tsanawiyah. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 7(2), 1184–1202. https://doi.org/10.37680/scaffolding.v7i2.9491
Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education (2nd ed.). University of California Press.
Nst, T., & Al-husna, K. I. (2025). Implementasi Kurikulum Berbasis Cinta pada Pembelajaran Akidah Akhlak di Madrasah Aliyah Negeri 1 Mandailing Natal. Al-Aulia: Jurnal Pendidikan Dan Ilmu-Ilmu Keislaman, 11(2), 203–211. https://doi.org/10.46963/aulia.v11i2.3462
Nurwanto, N., Makrufi, A. D., & Wiyono, G. (2024). Dialogic Pedagogy Versus Punitive Approaches through School Rules?: School Practitioners’ Perspectives in Two Schools in Yogyakarta, Indonesia. PETiER: Psychology, Evaluation, and Technology in Educational Research, 7(1), 104–116. https://doi.org/10.33292/petier.v7i1.222
Pangalila, T., & Sakura, H. (2025). Implementation of Character Education at SMA Negeri 3 Tondano. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 9(2), 176–185. https://doi.org/10.21831/jk.v9i2.88482
Parhan, M., Syahidin, Somad, M. A., Abdulah, M., & Nugraha, R. H. (2024). Developing a Contextual Learning Model in Islamic Education to Improve Applicable Knowledge and Foster Knowledge-Based Virtues. Jurnal Pendidikan Islam, 10(1), 75–86. https://doi.org/10.15575/jpi.v10i1.35205
Prenger, R., Tappel, A. P. M., Poortman, C. L., & Schildkamp, K. (2022). How Can Educational Innovations Become Sustainable? A Review of the Empirical Literature. Frontiers in Education, 1–19. https://doi.org/10.3389/feduc.2022.970715
Ratmanida, R., Ayudhia, H. Y., Adzanil, F. N., & Putri, M. H. (2024). Teacher-Students Interactions and Students’ Attitude at International Science Faculty Classes: in the Context of Biology and Chemistry Departments. JKP: Jurnal Konseling dan Pendidikan, 12(3), 67–77. https://doi.org/10.29210/1119700
Reinius, H., Hakkarainen, K., Juuti, K., & Korhonen, T. (2024). Teachers’ Perceived Opportunity to Contribute to School Culture Transformation. Journal of Educational Change, 25, 369–391. https://doi.org/10.1007/s10833-023-09496-4
Riswadi, Amrullah, Z., Nisa, W., Mubarak, & Sali, M. (2025). Beyond Memorization: Transforming Islamic Religious Education through Deep Learning in Indonesian Border Area Schools. Edureligia: Jurnal Pendidikan Agama Islam, 09(03), 290–306. https://doi.org/10.33650/edureligia.v9i3.11628
Supriyadi, T., Julia, J., Supriadi, U., Rahminawati, N., Sarvinoz, A., & Baxtiyorovna. (2025). DEEP-AI Pedagogical Model for Strengthening Interpretation Literacy in Islamic Religious Education. Jurnal Pendidikan Agama Islam, 22(1), 275–294. https://doi.org/10.14421/jpai.v22i1.11053
Susilo, D., Anwar, K., & Masuwd, M. A. (2026). A Value-Based Islamic Education Management Model: A Case Study of Love-Based Curriculum Implementation in Developing Humanistic School Culture. Journal of General Education and Humanities, 5(2), 2429–2441. https://doi.org/10.58421/gehu.v5i2.1245.
Syah, A., Meiwindah, Fatihah, M. R., Fariza, Z. Al, & Dealova, J. (2025). Penerapan Kurikulum Berbasis Cinta di MI Al-Islah Palembang : Membangun Pendidikan yang Humanis dan Berkarakter. SENTRI: Jurnal Riset Ilmiah, 4(10), 2858–2867. https://doi.org/10.55681/sentri.v4i10.4799
Tao, Y., & Chen, G. (2024). The Relationship Between Teacher Talk and Students’ Academic Achievement: A Meta-Analysis. Educational Research Review, 45, 100638. https://doi.org/10.1016/j.edurev.2024.100638
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived Teacher Support, Student Engagement, and Academic Achievement: A Meta-Analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
Zhou, D., Liu, S., Zhou, H., Liu, J., & Ma, Y. (2023). The Association among Teacher-Student Relationship, Subjective Well-being, and Academic Achievement: Evidence from Chinese Fourth Graders and Eighth Graders. Frontiers in Psychology, 14(January), 1–11. https://doi.org/10.3389/fpsyg.2023.1097094
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Manshuruddin Manshuruddin, Charles Rangkuti, Fatkhur Rohman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
