Self-Regulated Learning through the Integration of Kurikulum Berbasis Cinta (Love-Based Curriculum) in Digital Education: A Conceptual Analysis

Authors

  • Emma Rahmawati IAI Badrus Sholeh Kediri, Indonesia
  • Nabil Al-Awawdeh Department of Modern Languages, Yarmouk University, Jordan

DOI:

https://doi.org/10.30762/ijomer.v4i1.8173

Keywords:

Kurikulum Berbasis Cinta (Love-Based Curriculum), madrasah ibtidaiyah, digital learning, self-regulated learning

Abstract

The development of Self-Regulated Learning (SRL) is a critical requirement in elementary education, particularly in Madrasah Ibtidaiyah, to enable students to independently manage and take responsibility for their learning processes. However, the implementation of SRL in instructional practices has not yet been carried out in a systematic and comprehensive manner, especially when curriculum design and the use of instructional media are developed separately. This article examines efforts to strengthen SRL among Madrasah Ibtidaiyah students through the implementation of a Kurikulum Berbasis Cinta (Love-Based Curriculum) (LBC) integrated with the use of digital learning media. This study employs a qualitative approach using a literature review method, involving an examination of books, scholarly articles, and policy documents related to SRL, the Kurikulum Berbasis Cinta known as KBC (Love-Based Curriculum), and digital learning. The findings indicate that the application of the KBC supported by digital learning media fosters the formation of an inclusive, humanistic, and emotionally safe learning environment, while simultaneously cultivating values of empathy, responsibility, and self-awareness among students. The values embedded in the KBC function as affective and ethical foundations in the self-regulation process, whereas digital learning media serve as facilitative tools that support learning planning, control, and reflection. Therefore, the integration of a KBC and digital learning media contributes to the comprehensive strengthening of Self-Regulated Learning among Madrasah Ibtidaiyah students and offers practical implications for the development of more adaptive, humanistic, and sustainable madrasah learning designs.

Downloads

Download data is not yet available.

References

Adlini, M. N., Dinda, A. H., Yulinda, S., Chotimah, O., & Merliyana, S. J. (2022). Metode penelitian kualitatif studi pustaka. Edumaspul: Jurnal Pendidikan, 6(1). https://doi.org/10.33487/edumaspul.v6i1.3394

Ahmad, J. (2023). Self-regulation dan self-regulated learning dalam pendidikan Islam. Islamic Character Development.

Amalia, S. (2020). Pengembangan media pembelajaran berbasis augmented reality pada mata pelajaran fikih materi haji kelas V MI Daya Muda Al-Islam Tanjunganom Nganjuk [Undergraduate, IAIN Kediri]. https://etheses.iainkediri.ac.id/8868/

Astuti, A. D., & Rozikin, A. Z. (2024). The role of self-regulated learning in strengthening Students’ independent learning character: Literature review. English Language in Focus (ELIF), 7(1), 1–10. https://doi.org/10.24853/elif.7.1.1-10

Auna, H. S., Prasetya, N. I., Surur, A. M., Ulfa, S., Soepriyanto, Y., & Salleh, S. M. (2024). Ontology Design of a Modern Learning Environment and Modern Pedagogy Using Protégé Software. Indonesian Journal of Multidisciplinary Educational Research, 2(1). https://doi.org/https://doi.org/10.30762/ijomer.v2i1.2755

Butler, D. L. (2023). Qualitative approaches to investigating self-regulated learning: contributions and challenges. In using qualitative methods to enrich understandings of self-regulated learning. Routledge.

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (Sixth Edition). SAGE.

de Ruig, N. J., de Jong, P. F., & Zee, M. (2023). Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships: a narrative review. Educational Psychology Review, 35(3), 71. https://doi.org/10.1007/s10648-023-09795-5

Dermitzaki, I., & Kallia, E. (2021). The role of parents and teachers in fostering children’s self-regulated learning skills. In d. Moraitou & p. Metallidou (eds.), trends and prospects in metacognition research across the life span: a tribute to anastasia efklides (pp. 185–207). Springer International Publishing. https://doi.org/10.1007/978-3-030-51673-4_9

Dinata, F. R., Kuswadi, A., Sutomo, E., & Wulandari, E. (2025). Konsep kurikulum cinta sebagai landasan pembentukan karakter islami anak usia dini. El-Mumtaz: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 13–18. https://ejournal.stit-alhikmahwk.ac.id/index.php/elmumtaz/article/view/20

Dirjen Pendis Kemenag. (2025). Keputusan direktur jenderal pendidikan islam (decision of the director general of islamic education) nomor 6077 tahun 2025 tentang panduan kurikulum berbasis cinta. direktorat kskk madrasah direktorat jenderal pendidikan islam kementerian agama republik indonesia (indonesian ministry of religious affairs). https://asset.uinjkt.ac.id/uploads/fmXyXwZY/2025/07/panduan-kurikulum-berbasis-cinta.pdf

Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, Kajian Ilmiah Mata Kuliah Umum, 21(1). https://doi.org/10.21831/hum.v21i1.%252038075

Febiana, A. R., Maharani, D. A., & Huda, M. N. (2025). Kurikulum berbasis cinta sebagai strategi perencanaan ekosistem pembelajaran mendalam: model, tantangan, dan implementasi. Proceedings of Annual Islamic Conference for Learning and Management, 2, 218–231. https://doi.org/10.15642/AICLeMa.2025.2.218-231

Ifendi, M. (2025). Kurikulum cinta: membangun paradigma pendidikan berbasis kasih sayang di madrasah. As-Sulthan Journal of Education, 1(4), 698–711. https://ojssulthan.com/asje/article/view/114

Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8

Kristiyani, T. (2020). Self-regulated learning: konsep, implikasi dan tantangannya bagi siswa di Indonesia. Sanata Dharma University Press.

Latifah, Hamdanah, & Qodir, A. (2025). Pendekatan deep learning pada kurikulum berbasis cinta di madrasah ibtidaiyah assalam martapura. Jurnal Ilmu Pendidikan, 1(3), 37–47. http://ypmsc.org/index.php/jipdik/article/view/51

Lubis, M. (2023). Digital learning media in elementary science: stimulating or demotivating? Assyfa Journal of Multidisciplinary Education, 1(1), 18–26. https://doi.org/10.61650/ajme.v1i1.497

Mahrani, K. H., Falatena, A., & Wahyunengsih, W. (2022). The effectiveness of learning media digitalization on increasing independent for Indonesian millenial learners. International Journal Pedagogy of Social Studies, 7(2), 1–8. https://doi.org/10.17509/ijposs.v7i2.51807

Nada, Z. Q., & Listiana, H. (2025). Analisis kesiapan guru madrasah dalam insersi kurikulum cinta. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial, 385–400. https://doi.org/10.19105/ejpis.v1i.19188

Nehrusingh-Pajerowski, G. (2024). Academic coaching for metacognitive mastery: skills for enhancing self-awareness and learning autonomy. In S. Mistretta (Ed.), Education and Human Development (Vol. 29). IntechOpen. https://doi.org/10.5772/intechopen.1006197

Nilson, L. B. (2023). Creating self-regulated learners: strategies to strengthen students’ self-awareness and learning skills. Routledge. https://doi.org/10.4324/9781003443803

Nuzuludin, Siregar, E., & Winarsih, M. (2025). A systematic literature review: self-paced learning as a catalyst for competency development in digital era education. Proceeding of International Seminar on Humanity, Education, and Language, 371–382. https://doi.org/10.21009/ishel.v1i1.57378

Paputungan, E., & Paputungan, F. (2023). Pendekatan dan fungsi afektif dalam proses pembelajaran. Journal of Education and Culture (JEaC), 3(1), 57–65. https://doi.org/10.47918/jeac.v3i1.1136

Payan-Carreira, R., Sebastião, L., Cristóvão, A. M., & Rebelo, H. (2022). How to enhance students’ self-regulation. https://dspace.uevora.pt/rdpc/handle/10174/35303

Putri, S. J., & Nadlif, A. (2023). Penerapan film animasi nussa dan rara sebagai media pembelajaran akidah akhlak. Research and Development Journal of Education, 9(2), 1140–1149. https://doi.org/10.30998/rdje.v9i2.19240

Rahmawati, E. (2025). Integrasi gamifikasi pada pembelajaran berbasis deep learning di sekolah dasar. Tarunateach: Journal of Elementary School, 3(2), 136–146. https://doi.org/10.54298/tarunateach.v3i2.655

Rahmawati, E., & Alaydrus, F. M. (2021). Pengaruh self-regulated learning terhadap kemampuan berpikir kritis dalam pembelajaran blended learning. Al Hikmah: Jurnal Tarbiyah dan Ilmu Keguruan, 1(1), 122–129. https://www.ejournal.badrussholeh.ac.id/index.php/Al-Hikmah/article/view/276

Rahmawati, E., Husna, M., & Irvana, W. (2023). Empowering teachers for sustainable development goals: key drivers of transformative education. Proceeding of International Conference on Islamic Education (ICIED) UIN Malang, 8(1), 204–212. http://conferences.uin-malang.ac.id/index.php/icied/article/view/2667

Sa’adiah, S., & Farhurohman, O. (2020). Penggunaan media pembelajaran dalam proses pembelajaran sejarah kebudayaan islam (SKI) di Madrasah Ibtidaiyah (MI). Ibtida’i : Jurnal Kependidikan Dasar, 7(01), 36. https://doi.org/10.32678/ibtidai.v7i01.3363

Sasson, I., Yehuda, I., & Miedijensky, S. (2022). Innovative learning spaces: class management and universal design for learning. Learning Environments Research, 25(3), 725–739. https://doi.org/10.1007/s10984-021-09393-8

Simbolon, A., Sinurat, C., Sihombing, R. A. P., Sembiring, S. J., Simbolon, S. R. J., & Ritonga, R. (2025). Pengaruh metode pembelajaran yang berpusat pada guru dalam proses pembelajaran siswa. Jurnal Intelek Insan Cendikia, 2(11), 18145–18149. https://jicnusantara.com/index.php/jiic/article/view/5584

Solihin, R. (2020). Pengembangan media pembelajaran interaktif tahfidz al-quran di sekolah dasar. Jurnal Asy-Syukriyyah, 21(02), 154–163. https://doi.org/10.36769/asy.v21i02.108

Sorensen-Unruh, C. (2018). A reflective teaching evolution: using social media for teaching reflection and student engagement. In Communicating Chemistry through Social Media (Vol. 1274, pp. 35–59). American Chemical Society. https://doi.org/10.1021/bk-2018-1274.ch003

Surur, A. M., Ulfa, S., Soepriyanto, Y., & Binti, M. H. (2024). Personalized Learning in a Digital Environment. Indonesian Journal of Multidisciplinary Educational Research, 2(1). https://doi.org/https://doi.org/10.30762/ijomer.v2i1.2737

Wong, T.-L., Xie, H., Zou, D., Wang, F. L., Tang, J. K. T., Kong, A., & Kwan, R. (2020). How to facilitate self-regulated learning? A case study on open educational resources. Journal of Computers in Education, 7(1), 51–77. https://doi.org/10.1007/s40692-019-00138-4

Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, 104415. https://doi.org/10.1016/j.tate.2023.104415

Zimmerman, B. J. (1994). Dimensions of academic self-regulation: a conceptual framework for education. In Self-regulation of Learning and Performance. Routledge.

Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: an introduction and an overview. In Handbook of Self-Regulation of Learning and Performance. Routledge.

Zuhriyah, N., Nada, Y., & Muhaimin, M. Z. (2025). Pengembangan media educaplay untuk meningkatkan mufrodat siswa di sekolah dasar. Al-Muttaqin : Jurnal Studi, Sosial, Dan Ekonomi, 6(1), 65–75. https://doi.org/10.63230/almuttaqin.v6i1.249

Downloads

Published

25.04.2026

How to Cite

Rahmawati, E., & Al-Awawdeh, N. (2026). Self-Regulated Learning through the Integration of Kurikulum Berbasis Cinta (Love-Based Curriculum) in Digital Education: A Conceptual Analysis . Indonesian Journal of Multidisciplinary Educational Research, 4(1). https://doi.org/10.30762/ijomer.v4i1.8173

Issue

Section

Articles