Humanistic Religious Education: Implementing A Pedagogy of Love in The Curriculum For Indonesia’s Young Generation
Pendidikan Agama Humanistik: Menerapkan Pedagogi Cinta dalam Kurikulum Untuk Generasi Muda Indonesia
DOI:
https://doi.org/10.53866/jimi.v5i6.1096Keywords:
Humanistic Religious Education, Pedagogy of Love, Islamic Curriculum, Humanizing Pedagogy, Character FormationAbstract
Religious education holds a strategic role in shaping young generations who are religious, ethical, and humanistic. However, the reality of Islamic Religious Education in Indonesia is still dominated by cognitive–doctrinal transmission, leading students to become passive recipients with limited opportunities for critical reflection, empathy, and lived moral experience. This condition demonstrates the need for a paradigmatic shift toward a more liberating, dialogical, and human-centered educational model. This article aims to describe the concept of humanistic religious education by positioning Paulo Freire’s Pedagogy of Love as its philosophical and methodological foundation, and to explain its relevance for curriculum development in Indonesian Islamic education. This research uses a literature review with thematic content analysis. The findings indicate that a Pedagogy of Love serves as a transformative framework that promotes dialogue, empathy, egalitarian teacher–student relations, and critical awareness. It shifts religious education beyond cognitive transfer toward affective–moral formation and social responsibility. Therefore, a Pedagogy of Love-based humanistic approach is essential for strengthening Islamic Religious Education in Indonesia. Future research is recommended to develop operational implementation models so this pedagogical concept can be applied concretely in classroom and madrasah settings.
References
Abdillah, S., & Rofiq, H. M. (2022). Konsep pendidikan humanisme Paulo Freire dalam perspektif pendidikan Islam. Jurnal Masagi, 1(2), 294–305. https://doi.org/10.37968/masagi.v1i2.294
Anabalón Schaaf, R. (2022). The pedagogy of love. International Journal of the Sociology of Language, 276, 15–39. https://doi.org/10.1515/ijsl-2021-0095
Anwar, K., & Surawan, S. (2025). Teologi Islam kontemporer: Menggagas pluralisme dan multikulturalisme menuju masyarakat humanis. K-Media.
Astutik, D. (2024). Analisis pedagogi kritis Paulo Freire dalam pro kontra penghapusan ujian nasional pada kurikulum Merdeka Belajar. Santhiet, 8(2), 2711–2719. https://doi.org/10.36526/js.v8i2.4820
Bahri, A., & Rizquha, A. (2023). Humanistic multicultural analysis in shaping tolerance culture among students. Afkarina, 8(2), 1–13. https://doi.org/10.33650/afkarina.v8i2.5336
Chen, S. (2023). Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout. Frontiers in Psychology, 14, 1157324. https://doi.org/10.3389/fpsyg.2023.1157324
Daaboul, D. (2024). Love pedagogy: Teachers reflect on love as an educational approach. Educational Administration: Theory and Practice, 30(10), 51–57. https://doi.org/10.53555/eatp.v30i10.7894
Desstya, A., Novitasari, I. I., Razzak, A. F., & Sudrajat, K. S. (2018). Model pendidikan Paulo Freire. Profesi Pendidikan Dasar, 5(1), 52–62. https://doi.org/10.23917/ppd.v1i1.2745
Destri, M. I. (2025). Implementasi pendekatan humanistik pada materi pendidikan agama Islam. Al-Hikmah, 7(1), 38–50. https://doi.org/10.56789/alhikmah.v7i1.4028
Fadli, R. V. (2020). Tinjauan filsafat humanisme. Reforma, 9(2), 96–103.https://doi.org/10.30736/rf.v9i2.317
Fahira, A., Hamami, T., & Saripudin, S. (2025). Implementasi pendekatan humanistik dalam pengembangan kurikulum PAI. Al-Muaddib, 6(1), 1–14. https://doi.org/10.5281/zenodo.10254768
Freire, P. (2008). Pendidikan kaum tertindas (F. Danuwinata, Trans.). LP3ES. (Original work published 1972).
Hadid, S., Chasanah, C., & Khuriyah, K. (2025). Revitalisasi kurikulum PAI: Dari pendekatan doktrinal ke pendekatan humanistik. JURRIPEN, 4(1), 448–460. https://doi.org/10.55606/jurripen.v4i1.4808
Handayani, I. P., & Hamami, T. (2022). Pendekatan humanistik dalam pengembangan kurikulum PAI pada KMA 183 tahun 2019. Tarbiyatuna, 6(2).
https://ejournal.iaiibrahimy.ac.id/index.php/tarbiyatuna/article/view/1433
Hermawan, D. J. (2022). Implementasi nilai-nilai humanistik dalam pembelajaran daring. ATTA’DIB, 3(2), 48–69. https://doi.org/10.47435/attadib.v3i2.8540
Khumaeni, F., et al. (2022). Kurikulum pendidikan Islam dan humanistik di era digital. Risalah, 8(2), 680– 692. https://doi.org/10.31943/jurnalrisalah.v8i2.243
Kim, H. J., et al. (2023). Student emotions and engagement. IAFOR Journal of Education, 11(3), 185–206.
https://doi.org/10.22492/ije.11.3.09
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). SAGE Publications.
Latecka, E. (2022). Humanising pedagogy. Educational Philosophy and Theory, 55(5), 634–651.
https://doi.org/10.1080/00131857.2022.2032653
Machi, L. A., & McEvoy, B. T. (2022). The literature review: Six steps to success (4th ed.). Corwin Press.
Molina, S. C. (2024). Theorizing a humanizing pedagogy of love. Awareness, 1(1), 27–39.
https://doi.org/10.56845/awareness.v1i1.14
Mubarok, M. (2025). Joyful learning sebagai pendekatan humanis. Sasana, 3(2), 177–184. https://doi.org/10.56854/sasana.v3i2.455
Nadlir, & Zamzami, M. R. (2023). Paulo Freire’s view on freedom to learn. Scaffolding, 5(1), 65–84. https://doi.org/10.37680/scaffolding.v5i1.2260
Norvaizi, I., Anggita, L., & Sulistri. (2025). Pendidikan pembebasan perspektif Paulo Freire. Abdurrauf Journal of Education and Islamic Studies, 1(3), 141–150. https://doi.org/10.70742/arjeis.v1i3.225
Nur’aeni, E., Herawati, H., & Ferianto. (2024). Implementasi pendekatan humanistik pada materi PAI melalui Kurikulum Merdeka. Journal of Comprehensive Science, 3(5), 950–962.
https://doi.org/10.56789/jcs.v3i5.2967
Peercy, M. M., et al. (2022). Humanizing pedagogy core practices. Teaching and Teacher Education, 113, 103653. https://doi.org/10.1016/j.tate.2022.103653
Rohim, M., Sudadi, & Muadin, A. (2023). Pengembangan kurikulum PAI humanistik. Jurnal Pendas Mahakam, 8(2), 202–208.https://jurnal.fkipuwgm.ac.id/index.php/pendasmahakam/article/view/1582
Sianipar, D., & Telaumbanua, S. (2022). Penerapan teologi cinta dan pedagogi kasih. Montessori, 3(1), 1–10. https://doi.org/10.51667/mjpkaud.v3i1.877
Susanti, M., Marsidin, S., & Karneli, Y. (2024). Pendidikan humanis dan dialogis: Implementasi pemikiran Paulo Freire dalam bimbingan dan konseling. Jurnal Kajian dan Pengembangan Umat, 7(2), 165– 174. https://jurnal.umsb.ac.id/index.php/ummatanwasathan/article/view/6094
Syamsuriah, S., Djollong, A. F., Suherni, J., Jufri, M., Muliás, I., & Saleh, A. R. (2025). Relevansi model kurikulum humanistik dan konstruktivistik. Sulawesi Tenggara Educational Journal, 5(1), 340–349. https://doi.org/10.36765/seduj.v5i1.4353
Zhao, S., & Li, M. (2021). Loving pedagogy & engagement in EFL/ESL. Frontiers in Psychology, 12, 757697. https://doi.org/10.3389/fpsyg.2021.757697
Zulkarnain, A. I., Surawan, S., & Wahidah, S. N. (2022). Moral message in Alif and Alya’s animated film. Profetika, 23(2), 204–210. https://doi.org/10.23917/profetika.v23i2.19647
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhammad Dicky Setiawan, Marshanda Marshanda, Surawan Surawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
