Revitalization of Islamic Basic Education Through The Integration of The Independent Curriculum and Love Based Curriculum in MI

Abstrak

The transformation of Indonesia’s national education through the implementation of the Merdeka Curriculum represents a strategic governmental effort to align the education system with the rapidly changing demands of the 21st century. Meanwhile, Islamic educational institutions such as Madrasah Ibtidaiyah (MI) face the unique challenge of balancing academic freedom with the preservation of spiritual and moral values rooted in Islamic teachings. This study aims to describe and conceptualize an integrative model between the Merdeka Curriculum and the Love-Based Curriculum as an approach to revitalizing Islamic elementary education. Employing a qualitative descriptive design through a library research method, data were collected from books, scientific journals, and official educational policy documents. The findings indicate that both curricula share common philosophical foundations in promoting humanity, spirituality, and freedom of thought. The integration of these two frameworks produces a pedagogical model that nurtures empathy, compassion, and autonomous learning within the ethical and spiritual framework of Islam. The synthesized model positions Love-Based Education as the core, surrounded by four interrelated dimensions: Freedom to Learn, Spirituality, Humanity, and Pedagogical Innovation. The study further emphasizes the role of teachers as murabbi educators who teach with heart, wisdom, and affection. In conclusion, the synergy between the Merdeka Curriculum and the Love-Based Curriculum offers a transformative pathway toward revitalizing Islamic education that is humanistic, spiritual, and contextually aligned with the holistic needs of 21st-century learners.