Integrating Deep Learning and a Love-Based Curriculum to Enhance Meaningful Learning in Islamic Primary Education

Authors

DOI:

https://doi.org/10.18592/aladzkapgmi.v16i1.20307

Keywords:

Deep Learning; Islamic Primary Education; Madrasah Ibtidaiyah; Love-Based Curriculum; Meaningful Learning; Student-Centered Learning.

Abstract

This study explores how deep learning can be integrated with a love-based curriculum to enhance meaningful learning in Islamic primary education. Although scholars have widely discussed deep learning as a student-centered approach and linked love-based education to character and relational development, limited empirical research has explored how schools combine these two educational approaches to promote meaningful learning. Using a qualitative case study design, the researchers conducted the study at Madrasah Ibtidaiyah Negeri 3 Jember, Indonesia. They collected data through classroom observations, semi-structured interviews, and document analysis involving the school principal, teachers, students, and parents. The researchers analyzed the data using an interactive model consisting of data condensation, data display, and conclusion drawing. The findings show that integrating deep learning with a love-based curriculum fostered more active participation, deeper contextual understanding, reflective thinking, and collaborative meaning-making among students. At the same time, the values of empathy, care, respect, and emotional support fostered a safe, positive classroom climate that strengthened students' motivation, confidence, and social interaction. Instructional leadership, teacher collaboration, and parental involvement supported the implementation of this approach. This study contributes to the development of an integrative pedagogical framework that connects cognitive engagement with affective and relational values in Islamic primary education. The findings suggest that caring relationships and value-oriented classroom practices can strengthen meaningful learning when they support student-centered pedagogy.

References

[1]. Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View. Springer Netherlands. https://doi.org/10.1007/978-94-015-9454-7

[2]. Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university: What the student does (4th edition). McGraw-Hill/Society for Research into Higher Education/Open University Press.

[3]. Chanifudin, C., Sa’diah, H., Nopita, R., & Suswanto, S. (2025). Analysis of the Implementation of the Love Curriculum Replacing the Independent Curriculum in Madrasah. Edunesia : Jurnal Ilmiah Pendidikan, 6(3), 1823–1834. https://doi.org/10.51276/edu.v6i3.1323

[4]. Dumiyati, D., Wardhono, A., & Apriono, D. (2025). Mindful, Meaningful, and Joyful Learning Based IPAS Learning Strategies and ICT-Based Interactive Multimedia to Increase Student Collaboration and Creativity. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 7(2), 929–945. https://doi.org/10.37680/scaffolding.v7i2.7788

[5]. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

[6]. Feriyanto, F., & Anjariyah, D. (2024). Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212. https://doi.org/10.33122/ejeset.v5i2.321

[7]. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699

[8]. Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510

[9]. Hattie, J. (2012). Visible Learning for Teachers (0 edn). Routledge. https://doi.org/10.4324/9780203181522

[10]. Khofifah, E. N., Mislikhah, S., & Usriyah, L. (2025). Teacher Leaders’ Strategies in Implementing Deep Learning within the Merdeka Curriculum: A Multi-Case Study in Islamic Primary Schools. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(2). https://doi.org/10.18592/aladzkapgmi.v15i2.18190

[11]. Kusumastuti, I., Fauziati, E., & Marmanto, S. (2019). Challenged for Higher-Order Thinking Skill Implementation: Reports From EFL Classroom Teachers. International Journal of Language Teaching and Education, 3(2), 108–117. https://doi.org/10.22437/ijolte.v3i2.7579

[12]. Maharani, A., Nugraha, L., Zainuri, A., & Hamzah, A. (2025). Implementasi Kurikulum Berbasis Cinta pada Madrasah Ibtidaiyah di Kota Palembang: Sebuah Studi Literatur. El Banar : Jurnal Pendidikan Dan Pengajaran, 8(2), 100-111. https://doi.org/10.54125/elbanar.v8i2.884

[13]. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc.

[14]. Nafi’ah, J., & Faruq, D. J. (2025). Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful, Meaningful, and Joyful. Journal of Educational Research and Practice, 3(2), 225. https://doi.org/10.70376/jerp.v3i2.384

[15]. Napitupulu, D. S., Aziz, M., & Panjaitan, R. N. S. (2025). The concept of love based curriculum management in Madrasah Ibtidaiyah (MI). At Turots: Jurnal Pendidikan Islam, 1239–1248. https://doi.org/10.51468/jpi.v7i2.1135

[16]. Noddings, N. (2013). Caring: A relational approach to ethics & moral education (Second edition, updated). University of California Press.

[17]. Oktaviana, W., Abdurrahman, A., & Yulianti, D. (2025). Elementary Teachers’ Perceptions, Readiness, and Challenges in Using Interactive Deep Learning–STEM-PBL Modules. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(2), 282–295. https://doi.org/10.18592/aladzkapgmi.v15i2.18009

[18]. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268

[19]. Rohman, Rafiqa Noviyani, Rizqa Octarina, & Kholidah Nur. (2026). Love-Based Curriculum from the Perspective of Spritual and Character Education in Mandrasah ’Aliyah. Education and Human Development Journal, 11(1), 27–41. https://doi.org/10.33086/ehdj.v11i1.8484

[20]. Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004

[21]. Sari, A. R., Arifin, I., & Pramono, P. (2026). Enhancing Children’s Spiritual and Cognitive Development Through a Hadith Memorization Guide for Teachers and Parents. Muallimun: Jurnal Kajian Pendidikan Dan Keguruan, 6(1), 15–26. https://doi.org/10.23971/muallimun.v6i1.10962

[22]. Sutiana, D., & Nugraha, M. S. (2025). Integration of Islamic Values and Science in Islamic Primary Schools: A Philosophy of Science Approach. Journal of Elementary Education Research and Practice, 1(1), 21–34. https://doi.org/10.70376/bv7bqx53

[23]. Syah, A., Meiwindah, M., Fatihah, M. R., Fariza, Z. A., & 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

[24]. Velasquez, A., West, R., Graham, C., & Osguthorpe, R. (2013). Developing caring relationships in schools: A review of the research on caring and nurturing pedagogies. Review of Education, 1(2), 162–190. https://doi.org/10.1002/rev3.3014

[25]. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004

[26]. Wentzel, K. R. (2022). Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships. Educational Psychology Review, 34(4), 1919–1954. https://doi.org/10.1007/s10648-022-09702-4

Downloads

Published

2026-06-01

How to Cite

Ramadhani, R. A., Muhith, A., & Sutomo, M. (2026). Integrating Deep Learning and a Love-Based Curriculum to Enhance Meaningful Learning in Islamic Primary Education. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 16(1), 58–72. https://doi.org/10.18592/aladzkapgmi.v16i1.20307