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All Journal AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Baso Pallawagau
Universitas Negeri Alauddin Makassar, Sulawesi Selatan, Indonesia
Religion Education

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Islamic Educational Values within the Curriculum of Love: A Semantic Analysis of Nasaruddin Umar’s Educational Thought Nurfadillah Nurfadillah; Abdul Jabbar Tahir; Baso Pallawagau
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5 (2026): In Progress
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.667

Abstract

This study aims to analyze the Islamic educational values embedded in the Love-Based Curriculum (Kurikulum Berbasis Cinta—KBC) introduced by Prof. Dr. KH. Nasaruddin Umar through a semantic perspective. It seeks to explore the deeper meanings of the key concepts underlying the curriculum and examine their relevance as a new paradigm for fostering a more humanistic and transformative model of Islamic education in Indonesia. This research employs a qualitative approach using the library research method. Primary data were collected from Nasaruddin Umar’s works and official documents issued by the Ministry of Religious Affairs, while secondary data were obtained from scholarly literature on Islamic education. The data were analyzed using semantic analysis to investigate the meanings and interrelationships of central concepts, including cinta (love), rahmah (compassion), and Panca Cinta (Five Dimensions of Love). The findings indicate that the Love-Based Curriculum is grounded in an integrated theological, logical, and ethical framework. Semantic analysis reveals that the concepts of mahabbah, rahmah, and Panca Cinta comprising love for Allah and His Messenger, love for oneself and others, love for knowledge, love for the environment, and love for the homeland embody holistic meanings that integrate theological, spiritual, humanistic, ecological, and national dimensions. This framework reorients Islamic education from a predominantly formalistic approach toward one centered on compassion and the values of rahmatan lil ‘alamin (mercy for all creation). Theoretically, this study contributes to the development of Islamic educational thought by offering a semantic perspective on contemporary curriculum discourse. Practically, the Love-Based Curriculum presents a promising model for developing a more inclusive, humanistic, and value-oriented educational system. Nevertheless, as this study is limited to library research, further empirical investigations are recommended to assess the effectiveness of its implementation in diverse educational contexts.
Islamic Educational Values within the Curriculum of Love: A Semantic Analysis of Nasaruddin Umar’s Educational Thought Nurfadillah Nurfadillah; Abdul Jabbar Tahir; Baso Pallawagau
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5 (2026): In Progress
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.667

Abstract

This study aims to analyze the Islamic educational values embedded in the Love-Based Curriculum (Kurikulum Berbasis Cinta—KBC) introduced by Prof. Dr. KH. Nasaruddin Umar through a semantic perspective. It seeks to explore the deeper meanings of the key concepts underlying the curriculum and examine their relevance as a new paradigm for fostering a more humanistic and transformative model of Islamic education in Indonesia. This research employs a qualitative approach using the library research method. Primary data were collected from Nasaruddin Umar’s works and official documents issued by the Ministry of Religious Affairs, while secondary data were obtained from scholarly literature on Islamic education. The data were analyzed using semantic analysis to investigate the meanings and interrelationships of central concepts, including cinta (love), rahmah (compassion), and Panca Cinta (Five Dimensions of Love). The findings indicate that the Love-Based Curriculum is grounded in an integrated theological, logical, and ethical framework. Semantic analysis reveals that the concepts of mahabbah, rahmah, and Panca Cinta comprising love for Allah and His Messenger, love for oneself and others, love for knowledge, love for the environment, and love for the homeland embody holistic meanings that integrate theological, spiritual, humanistic, ecological, and national dimensions. This framework reorients Islamic education from a predominantly formalistic approach toward one centered on compassion and the values of rahmatan lil ‘alamin (mercy for all creation). Theoretically, this study contributes to the development of Islamic educational thought by offering a semantic perspective on contemporary curriculum discourse. Practically, the Love-Based Curriculum presents a promising model for developing a more inclusive, humanistic, and value-oriented educational system. Nevertheless, as this study is limited to library research, further empirical investigations are recommended to assess the effectiveness of its implementation in diverse educational contexts.
Co-Authors Abdul Jabbar Tahir Nurfadillah Nurfadillah