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All Journal IJOIS: Indonesian Journal of Islamic Studies
Imam Tobroni
Institut Agama Islam KH Sufyan Tsauri Majenang Cilacap
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Love-Based Islamic Education: Assessing Teacher Readiness for Classroom Happiness and the Mitigation of Symbolic Violence in Madrasas Muhamad Habib; Fathurohim Fathurohim; Ahmad Maliki; Imam Tobroni
IJoIS: Indonesian Journal of Islamic Studies Vol. 7 No. 1 (2026): Indonesian Journal of Islamic Studies
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/ijois.1483

Abstract

The implementation of the Kurikulum Berbasis Cinta (KBC) marks a significant shift in Indonesian Islamic education, aiming to replace rigid pedagogical approaches with a framework centered on Mahabbah (love). Despite its theological appeal, the transition often faces hurdles regarding how educators internalize these values in daily interactions. The purpose of this study is to analyze teacher readiness in manifesting love-based education to create classroom happiness while mitigating subtle forms of symbolic violence in madrasas. This research utilized an explanatory sequential mixed-methods design, beginning with a quantitative survey of 100 Islamic Education teachers, followed by a qualitative phenomenological exploration involving in-depth interviews and classroom observations. The results reveal a notable Knowledge-Practice Gap, where teachers demonstrate high cognitive understanding (M=4.12) but remain at a moderate level of affective readiness (M=3.25). Furthermore, qualitative findings indicate that symbolic violence persists through subtle labeling and hidden administrative pressures, which hinder the full manifestation of classroom happiness. This study concludes that teacher readiness is the primary determinant of successful KBC implementation. Effective reduction of symbolic violence requires a shift from technical curriculum compliance to a deeper emotional and spiritual transformation of the educator.
Co-Authors Ahmad Maliki Fathurohim, Fathurohim Muhamad Habib