Optimizing The Role Of Training Institutions In Implementing Love-Based Curriculum In Madrasahs
DOI:
https://doi.org/10.38075/jen.v6i2.553Keywords:
Love-Based Curriculum, teacher training, madrasah, education policy, Ministry of Religious AffairsAbstract
The launch of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) by Indonesia’s Ministry of Religious Affairs in 2025 represents a transformative innovation in Islamic education. KBC seeks to foster “schools of love” by instilling values of compassion, moderation, and ecological awareness. This study aims to analyze the role of the Ministry’s internal training institutions—the Center for Competency Development (Pusbangkom), Religious Training Centers (BDK), and Religious Training Units (LDK)—in accelerating and sustaining the implementation of KBC. Employing a descriptive qualitative approach, the research combines library study and policy analysis. Data were drawn from official regulations, government documents, and academic literature on curriculum reform, teacher training, and religious moderation. The findings indicate that the Ministry possesses a strong training ecosystem, including institutional networks, professional trainers (Widyaiswara), and digital-based learning facilities. Nevertheless, a key challenge lies in the limited involvement of training institutions during the early planning stages of KBC. The study concludes that comprehensive engagement of these institutions—from planning to implementation and evaluation—is essential. Further research is recommended to conduct empirical case studies in madrasahs to assess the effectiveness of KBC training models.
Downloads
References
Bauman, Z. (2017). Liquid modernity. Polity Press.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Fullan, M. (2007). The new meaning of educational change. Routledge.
Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ. Bantam.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hidayat, A. (2022). Kesiapan guru madrasah dalam implementasi kurikulum berbasis karakter. Jurnal Pendidikan Islam, 11(2), 145–160.
Kementerian Agama RI. (2024). Laporan Pelaksanaan Pelatihan MOOC Pintar. Jakarta: Pusbangkom.
Kementerian Agama RI. (2021). PMA No. 15 Tahun 2021 tentang Organisasi dan Tata Kerja UPT Pendidikan dan Pelatihan Keagamaan. Jakarta: Kemenag.
Kementerian PPN/Bappenas. (2022). Visi Indonesia Emas 2045. Jakarta: Bappenas.
LAN. (2022). Laporan Akreditasi Lembaga Pelatihan Pemerintah. Jakarta: Lembaga Administrasi Negara.
Latifah, N., & Rahman, M. (2023). Implementasi kurikulum merdeka di madrasah: Studi kasus guru PAI. Jurnal Edukasi Islami, 8(1), 23–36.
Lubis, H. (2025). Efektivitas pelatihan kurikulum merdeka berbasis komunitas terhadap peningkatan kinerja madrasah di Sumatera Utara. Tatar Pasundan: Jurnal Diklat Keagamaan, 19(1), 34–49.
OECD. (2019). OECD future of education and skills 2030: OECD learning compass 2030. Paris: OECD Publishing.
Print, M. (2020). Curriculum development and design (4th ed.). Sydney: Allen & Unwin.
Sutopo, A., & Slamet, S. Y. (2019). Problematika implementasi Kurikulum 2013 di sekolah menengah pertama. Jurnal Pendidikan, 20(3), 211–223.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
World Values Survey. (2023). World values survey wave 7. WVS Database.
Yuliana, D. (2023). Hambatan implementasi kurikulum merdeka di sekolah menengah. Jurnal Pendidikan Nasional, 14(1), 77–89.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mohammad Halomoan Lubis

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.