INTEGRATING RELIGIOUS HUMANIST VALUES INTO CONTEMPORARY ISLAMIC EDUCATION: AN ANALYTICAL STUDY OF THE KURIKULUM BERBASIS CINTA

Abstract

Islamic education in Indonesia is currently confronted with multidimensional challenges, ranging from moral crises, rising intolerance, declining social empathy, to the weakening of ecological awareness among the younger generation. In response to these issues, the Minister of Religious Affairs of the Republic of Indonesia, KH. Nasaruddin Umar, initiated the Kurikulum Berbasis Cinta (KBC, Love-Based Curriculum) as a new paradigm in Islamic education. This curriculum is grounded in five core principles known as Panca Cinta (Five Dimensions of Love): love for God Almighty and the Prophet Muhammad (peace be upon him), love for oneself, love for fellow human beings, love for the environment, and love for the nation and the state. This study aims to examine in depth the philosophy and principles of the KBC, analyze its relevance to the needs of contemporary Islamic education, and assess its potential impact on the transformation of education in Indonesia.

The research method employed is library research, focusing on the official documents of the Ministry of Religious Affairs—particularly the Kurikulum Berbasis Cinta Guidelines published by the Directorate General of Islamic Education—while also reviewing academic literature related to humanistic education, the theology of compassion, and affective-based pedagogy. The analysis was carried out using a descriptive-analytical method with a critical approach to the current socio-religious context of Indonesia.

The findings indicate that the KBC offers an alternative paradigm that emphasizes balance among cognitive, affective, and spiritual dimensions. This curriculum is capable of addressing various problems in Islamic education, such as tendencies toward excessive formalism, the weakness of character education, and the lack of integration of humanistic values within the learning process. Moreover, the principles of love for fellow human beings and for the environment have the potential to serve as a foundation for strengthening religious moderation as well as deepening ecological consciousness among learners. Nevertheless, the successful implementation of the KBC is highly dependent on teacher readiness, the availability of teaching resources, and an evaluation system capable of measuring affective development.

the Kurikulum Berbasis Cinta represents a transformative effort that is highly relevant to the current needs of Islamic education. Its presence not only enriches the discourse of the national curriculum but also creates opportunities for nurturing a new generation of Indonesian Muslims who are knowledgeable, morally upright, compassionate, and socially as well as ecologically responsible.