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All Journal Amorti: Jurnal Studi Islam Interdisipliner Pustaka Edukasi: Jurnal Pendidikan Indonesia
Ahmad Suryadi
UIN Sultan Aji Muhammad Idris Samarinda
Religion Humanities Education Social Sciences Other

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Perspektif Al-Qur’an tentang Perkembangan Anak dan Relevansinya dalam Pendidikan Islam Ahmad Suryadi; Nisrina Mutia Afifah
Pustaka Edukasi: Jurnal Pendidikan Indonesia Vol 1 No 3 (2026): Pustaka Edukasi
Publisher : PT Bukuloka Literasi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65307/pe.v1i3.183

Abstract

Pendahuluan: Perkembangan anak mencakup aspek biologis, psikologis, sosial, dan spiritual, dengan masa usia dini sebagai periode emas pembentukan kepribadian. Kajian psikologi perkembangan selama ini didominasi teori Barat yang menekankan aspek kognitif dan perilaku, sementara perspektif Al-Qur'an yang mengintegrasikan dimensi psikologis dan spiritual belum banyak dieksplorasi secara sistematis. Tujuan: Penelitian ini bertujuan menganalisis konsep perkembangan anak menurut Al-Qur'an dan merumuskan relevansinya dengan psikologi perkembangan modern dalam konteks pendidikan Islam. Metode: Penelitian menggunakan pendekatan kualitatif-deskriptif dengan metode kepustakaan. Sumber primer meliputi Al-Qur'an dan tafsir mu'tabar (Al-Thabari, Ibnu Katsir, Al-Mishbah), sedangkan sumber sekunder berupa literatur psikologi perkembangan dan pendidikan Islam. Data dianalisis menggunakan content analysis dengan pendekatan deskriptif-analitis. Hasil: Perkembangan anak dalam Al-Qur'an bersifat holistik mencakup aspek moral-spiritual, fisik-motorik, kognitif, bahasa, dan sosial-emosional. Konsep fitrah menjadi pembeda mendasar dengan teori behaviorisme dan konstruktivisme Barat. Integrasi nilai Al-Qur'an dengan psikologi modern mendorong pertumbuhan anak yang seimbang, dengan keluarga sebagai lingkungan pendidikan utama. Kesimpulan: Pendidikan Islam modern perlu mengadopsi pendekatan holistik yang memadukan bimbingan moral Al-Qur'an dengan prinsip psikologi perkembangan. Penelitian selanjutnya disarankan melakukan kajian empiris untuk menguji penerapan model integratif ini. Kata Kunci: perkembangan anak, Al-Qur'an, psikologi perkembangan, pendidikan Islam, fitrah
Critical Review of KMA 1503/2025: The Transformation of the Madrasah Curriculum Based on Deep Learning and the Curriculum of Love Ahmad Suryadi; Abdul Azis Masang; Muhammad Ulil Amri; Samikshya Madhukullya; Emmanuel Ande Ivorgba
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.584

Abstract

This article analyzes the implementation of KMA Number 1503 of 2025 as a strategic policy that reconstructs the direction of madrasah curriculum development through two main pillars: Deep Learning (PM) and Love-Based Curriculum (KBC). This policy marks a fundamental paradigm shift, where madrasahs are no longer positioned as centralized curriculum implementers, but as institutions that have broad autonomy in designing, adjusting, and contextualizing the curriculum according to the needs of students and local characteristics. This autonomy provides space for madrasahs to develop program differentiation and optimize local content as a vehicle for forming essential competencies and strengthening learner identity. Deep learning emphasizes a meaningful, reflective learning process oriented towards critical, collaborative, and creative thinking skills, while KBC focuses on the formation of values, affections, and moderate character based on compassion, respect, and humanity. The integration of the two is aimed at producing a graduate profile that is intellectually intelligent, religious, and has an inclusive character. The results of the analysis show that the successful implementation of KMA 1503/2025 is strongly influenced by madrasah readiness in facing the demands of managerial transformation, strengthening teacher capacity, and fulfilling adequate learning resources. These factors are important prerequisites for the principles of Deep Learning and KBC to be applied consistently and effectively in the classroom. This article recommends the need for systemic support through teacher training, curriculum implementation assistance, and reorganization of madrasah management to align with the new policy direction. Thus, KMA 1503/2025 has great potential to strengthen the quality of madrasah education while affirming the role of madrasah as a center of learning that is humanist, transformative, and responsive to change.
The Telaah Kritis KMA 1503/2025: Transformasi Kurikulum Madrasah Berbasis Pembelajaran Mendalam dan Kurikulum Cinta Ahmad Suryadi
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.634

Abstract

This article analyzes the implementation of KMA Number 1503 of 2025 as a strategic policy that reconstructs the direction of madrasah curriculum development through two main pillars: Deep Learning (PM) and Love-Based Curriculum (KBC). This policy marks a fundamental paradigm shift, where madrasahs are no longer positioned as centralized curriculum implementers, but as institutions that have broad autonomy in designing, adjusting, and contextualizing the curriculum according to the needs of students and local characteristics. This autonomy provides space for madrasahs to develop program differentiation and optimize local content as a vehicle for forming essential competencies and strengthening learner identity. Deep learning emphasizes a meaningful, reflective learning process oriented towards critical, collaborative, and creative thinking skills, while KBC focuses on the formation of values, affections, and moderate character based on compassion, respect, and humanity. The integration of the two is aimed at producing a graduate profile that is intellectually intelligent, religious, and has an inclusive character. The results of the analysis show that the successful implementation of KMA 1503/2025 is strongly influenced by madrasah readiness in facing the demands of managerial transformation, strengthening teacher capacity, and fulfilling adequate learning resources. These factors are important prerequisites for the principles of Deep Learning and KBC to be applied consistently and effectively in the classroom. This article recommends the need for systemic support through teacher training, curriculum implementation assistance, and reorganization of madrasah management to align with the new policy direction. Thus, KMA 1503/2025 has great potential to strengthen the quality of madrasah education while affirming the role of madrasah as a center of learning that is humanist, transformative, and responsive to change.
Co-Authors Abdul Azis Masang Emmanuel Ande Ivorgba Muhammad Ulil Amri Nisrina Mutia Afifah Samikshya Madhukullya