Refleksi Belajar Siswa Dalam Penerapan Kurikulum Berbasis Cinta
Abstract
Penelitian ini mengkaji refleksi belajar siswa dalam penerapan Kurikulum Berbasis Cinta di Madrasah Aliyah (MA) Al-Falah, Penajam Paser Utara. Kurikulum ini menekankan nilai empati, self-compassion, dan peer-caring yang bertujuan mengembangkan karakter siswa agar seimbang secara spiritual, sosial, dan intelektual. Metode penelitian menggunakan studi kasus dengan pengumpulan data melalui survei, wawancara semi-terstruktur, observasi, diskusi kelompok terfokus (FGD), dan dokumentasi. Hasil penelitian menunjukkan bahwa refleksi belajar secara sistematis meningkatkan kesadaran metakognitif, evaluasi diri, dan internalisasi nilai-nilai kasih sayang, empati, dan tanggung jawab sosial. Lingkungan belajar yang ramah anak dan aman secara psikologis, didukung oleh perhatian serta dukungan guru, memfasilitasi terciptanya suasana refleksi yang autentik dan transformatif. Implementasi kurikulum ini juga mendorong motivasi intrinsik dan keterlibatan aktif peserta didik dalam pembelajaran, memperkuat kedisiplinan dan kualitas akademik sekaligus pembangunan karakter. Penelitian ini memberikan kontribusi penting pada pengembangan pendidikan holistik dan inklusif yang mengintegrasikan aspek spiritual, emosional, sosial, dan intelektual. Rekomendasi penelitian selanjutnya adalah pengembangan instrumen refleksi yang sesuai dengan nilai Kurikulum Berbasis Cinta dan pelatihan guru untuk mengoptimalkan fasilitasi refleksi siswa dalam berbagai konteks pendidikan.
Abstract View: 8 
PDF Download: 8
References
Alfiyah, A., Kusrina, T., & Nasukha, M. (2024). Pengaruh Metode Focus Group Discussion dan Perilaku Inovatif Guru PAUD terhadap Pengembangan Modul Ajar Kurikulum Merdeka. Journal of Education Research, 5(3), 3003–3014. https://doi.org/10.37985/jer.v5i3.1393
Aslinda, A., & Amrizon, A. (2025). Curriculum of Love and Religious Moderation in Madrasah Learning: Strategy for Building a Generation with Humanistic and Tolerant Character. Indonesian Journal of Teaching and Learning, 99-107.https://doi.org/10.56855/intel.v4i2.1477
Bahrani, B., Ananiah, A., Rohim, M., & Muhsin, M. (2025). Strengthening School Management to Improve Education Quality through the Islamic Model Class at YPK Elementary School in Bontang. At-Tarbiyat: Jurnal Pendidikan Islam, 8(3). https://doi.org/10.37758/jat.88i3.85
Cavilla, D. (2017). The effects of student reflection on academic performance and motivation. SAGE Open, 7(3), 1-12. https://doi.org/10.1177/2158244017733790
Chan, C. K., & Lee, K. K. (2021). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 32, 100376. https://doi.org/10.1016/j.edurev.2020.100376
Chaturvedi, S., & Monika. (2025). The role of lifelong learning in promoting sustainable development: An Indian perspective in the 21st century. International Journal on Science and Technology, 16(1). https://doi.org/10.71097/IJSAT.v16.i1.1927
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective Learning in Higher Education: Active Methodologies for Transformative Practices. Sustainability, 12(9), 3827. https://doi.org/10.3390/su12093827
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Djoehaeni, H., Agustin, M., Gustiana, A. D., & Kamarubiani, N. (2020). A child-centered classroom program: An approach to promote child friendly schools. In Borderless Education as a Challenge in the 5.0 Society (pp. 252–259). Routledge. https://doi.org/10.1201/9781003107279-48
Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability, 22(1), 21-36.https://doi.org/10.2478/jtes-2020-0003
Fidalgo, P., Thormann, J., Jarrah, A., Abu Khurma, O., Hashem, R., Al Shannag, Q., ... & Johnson, J. D. (2025). Empowering educators: A roadmap for teachers to build lifelong learning competencies. Education Sciences, 15(8), 1063. https://doi.org/10.3390/educsci15081063
Ghiasvand, F., Seyri, H., Taghizadeh, M.S. (2025). The Contribution of Pedagogical Love to Adult Learners’ Emotional Safety and Empowerment: Voices from Iranian EFL Learners. In: Vanderheiden, E., Mayer, CH., Barcelos, A.M.F. (eds) Pedagogical Love in Adult Education. Springer, Cham. https://doi.org/10.1007/978-3-031-82046-5_17
Harvey, M., Coulson, D., & McMaugh, A. (2016). Towards a theory of the ecology of reflection: Reflective practice for experiential learning in higher education. Journal of University Teaching and Learning Practice, 13(2), 1-22. https://doi.org/10.53761/1.13.2.2
Harvey, M., Walkerden, G., Semple, A., McLachlan, K., Lloyd, K., & Bosanquet, A. (2025). Reflecting on reflective practice: issues, possibilities and guidance principles. Higher Education Research & Development, 44(7), 1849–1857. https://doi.org/10.1080/07294360.2025.2463517
Hatch, J. A. (2023). Doing qualitative research in education settings. State university of New York press.
Hou, S. I. (2017). Service-learning: Perspectives, goals and outcomes. Service-Learning: Perspectives, Goals and Outcomes (pp. 1–152). Nova Science Publishers, Inc.
https://cdn.kemenag.go.id/storage/archives/panduan-kurikulum-berbasis-cinta.pdf
https://kemenag.go.id/informasi/panduan-kurikulum-berbasis-cinta
https://www.madrasahebat.com/2025/05/kurikulum-berbasis-cinta-solusi.html
Ilyasin, M. (2025). Creating child-friendly schools in Islamic educational contexts: Building inclusive and supportive learning environments. International Journal of Learning, Research and Educational Excellence, 12(2), 45-60. https://journal.iistr.org/index.php/IJLREE/article/download/1013/781/7331
Jacoby, B. (2024). Developing character through critical reflection. Journal of College and Character, 25(4), 371-378.https://doi.org/10.1080/2194587X.2024.2404458
Johns, C. (2025). Becoming a reflective practitioner. John Wiley & Sons.
Kempen, E., Labuschagne, M. J., & Jama, M. P. (2024). Elements of a safe learning environment: A student perspective. African Journal of Health Professions Education, 16(2), 58-62. https://hdl.handle.net/10520/ejc-m_ajhpe_16_n2_a5
Kuperminc, G. P., Chan, W. Y., Hale, K. E., Joseph, H. L., & Delbasso, C. A. (2020). The role of school‐based group mentoring in promoting resilience among vulnerable high school students. American Journal of Community Psychology, 65(1-2), 136-148. https://doi.org/10.1002/ajcp.12347
Kurt, M., & Kurt, S. (2017). Improving design understandings and skills through enhanced metacognition: Reflective design journals. International Journal of Art & Design Education, 36(2), 226-238.https://doi.org/10.1111/jade.12094
Lanas, M. (2017). An argument for love in intercultural education for teacher education. Intercultural Education, 28(6), 557–570. https://doi.org/10.1080/14675986.2017.1389541
Listiana, H., Muhlis, A., & Nada, Z. Q. (2025, September). The Pedagogy of Love: Islamic Curriculum Reform for Moral, Spiritual and Science Transformation. In International Conference of Islamic Studies (ICONIS 2025) (pp. 283-293). Atlantis Press.
Mardiana, M., Ananda, R., & Rifa’i, M. (2025). Curriculum Management in Madrasah Aliyah Islamic Boarding Schools to Enhance Character Education. Journal of General Education and Humanities, 4(3), 1133–1146. https://doi.org/10.58421/gehu.v4i3.639
Minott, M. (2019). Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: A literary investigation. British Journal of Special Education, 46(2), 226-238. https://doi.org/10.1111/1467-8578.12260
Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can Holistic Education Solve the World’s Problems: A Systematic Literature Review. Sustainability, 14(15), 9737. https://doi.org/10.3390/su14159737
Mujahidin, I., Sulaeman, I., Qonitah, M., & Siskawati, I. (2025). The Relationship Between Innovative Learning Management of a Love-Based Curriculum and the Improvement of English Communication Competence Among Madrasah Aliyah Students. Al Irsyad: Jurnal Studi Islam, 4(2), 85–94. https://doi.org/10.54150/alirsyad.v4i2.778
Natuna, U., Samara, E., Faizah, I. N., & Shaharuddin, N. A. (2025). THE CURRICULUM OF LOVE AS AN INTEGRATIVE ISLAMIC RELIGIOUS EDUCATION PARADIGM IN BORDER REGIONS. Edukasi Islami: Jurnal Pendidikan Islam, 14(04). https://doi.org/10.30868/ei.v14i04.9203
Purwaningsih, E. (2024). The Role of Metacognition in Character Education: A Case Study on Students’ Moral and Ethical Formation Strategies. Society, 12(1), 1-13. https://doi.org/10.33019/society.v12i1.617
Ribeiro, L. M. C., Mamede, S., de Brito, E. M., Moura, A. S., de Faria, R. M. D., & Schmidt, H. G. (2019). Effects of deliberate reflection on students’ engagement in learning and learning outcomes. Medical education, 53(4), 390-397. https://doi.org/10.1111/medu.13798
Roosinda, F. W., Lestari, N. S., Utama, A. G. S., Anisah, H. U., Siahaan, A. L. S., Islamiati, S. H. D., ... & Fasa, M. I. (2021). Metode penelitian kualitatif. Zahir Publishing.
Stichter, J. P., & Conroy, M. A. (2023). Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives. Frontiers in Psychology, 14, 1171204. https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1171204/full
Suciati, I., Idrus, I., Hajerina, H., Taha, N., & Wahyuni, D. S. (2023). Character and moral education based learning in students’ character development. International Journal of Evaluation and Research in Education, 12(3), 1185-1194.https://doi.org/10.11591/ijere.v12i3.25122
Sugarda, Y. B. (2020). Panduan praktis pelaksanaan focus group discussion sebagai metode riset kualitatif. Gramedia Pustaka Utama.
Suud, F. M. (2024). The impact of family social support on academic resilience and self-regulated learning: A comparative study among Indonesian and Turkish students. International Journal of Adolescence and Youth, 29(1), 123-141. https://doi.org/10.1080/02673843.2024.2361725
Upton, J. Z., & Hirano, M. (2024). The Benefits of Self-reflection Tools for Foreign Language Learners. Classroom Practice and Teacher Cognition: Lessons from the Classroom, 24.
Varshini, N. H., Sampath, B., & Balaraju, K. (2025). Holistic Education and Lifelong Learning. Cuestiones de Fisioterapia, 54(2), 1126-1130. https://doi.org/10.48047/CU
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2019). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Webb, S., Holford, J., Hodge, S., Milana, M., & Waller, R. (2019). Conceptualising lifelong learning for sustainable development and education 2030. International Journal of Lifelong Education, 38(3), 237-240. https://doi.org/10.1080/02601370.2019.1635353
Wulandari, T., Mursalin, A., Sya’roni, Dewi, F. K., Atika, & Baharudin. (2024). Child-friendly schools in Indonesia: Validity and reliability of evaluation questionnaire. In Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future: Proceedings of the 5th International Colloquium on Interdisciplinary Islamic Studies (ICIIS 2022), Lombok, Indonesia, 19-20 October 2022 (pp. 108–112). CRC Press. https://doi.org/10.1201/9781003322054-17
Yuanita, L., & Ibrahim, M. (2019). The Validity and Effectiveness of the Reflective-Metacognitive Learning Model in Improving Students' Metacognitive Ability in Indonesia. Malaysian Journal of Learning and Instruction, 16(2), 33-73. https://eric.ed.gov/?id=EJ1238788
Yusefi, A. R. (2024). Investigating the state of self-expression and its relationship with adjustment and self-efficacy among university students. Sustainable Development and Policy Journal, 34(2), 117-133. https://www.sciencedirect.com/org/science/article/pii/S1874944524001266
Zhao, Y., & Chen, S. (2025). Exploring the mechanisms linking perceived school climate to negative emotions in adolescents: The mediating roles of social avoidance and distress, and psychological resilience, with physical exercise level as a moderator. Journal of Adolescence, 95, 111-124. https://doi.org/10.1016/j.adolescence.2025.05.005
Zhu, M., Yao, X. A., & Bin Abu Talib, M. (2025). Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development. Frontiers in Psychology, 15, 1419588. https://doi.org/10.3389/fpsyg.2024.1419588
Copyright (c) 2025 Journal of Instructional and Development Researches
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract viewed = 8 times
PDF downloaded = 8 times
