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All Journal ARABIYAT Taqdir Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Kalamuna Tanwir Arabiyyah: Arabic as Foreign Language Journal Al-Muyassar: Journal of Arabic Education Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Nurul Hidayah
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pedagogy of Compassion: Implementing a Love-Based Arabic Curriculum in Islamic Elementary Schools Nurul Hidayah; Mukmin Mukmin; Sakina Fitri; Febri Yansyah; Daud Elega
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.51542

Abstract

Educational transformation requires curriculum to function not merely as an administrative framework but also as a pedagogical instrument for character formation. However, Arabic language learning in Islamic elementary schools remains predominantly teacher-centered, often creating psychological distance between students and the target language. This study aims to explore the implementation of a Love Based Curriculum as a humanistic pedagogical practice in Arabic language learning. Employing a qualitative approach with an intrinsic case study design, data were collected through observations, interviews, document analysis and analyzed using thematic analysis. The Love-Based Curriculum has evolved beyond normative character education into a humanistic pedagogical practice integrating academic, emotional, social, and spiritual dimensions. This was reflected in four interconnected dimensions: humanistic instructional planning through the integration of Pancacinta values, compassionate classroom practices fostering supportive teacher student relationships, humanistic assessment emphasizing students’ participation and socio-emotional development, and the rehumanization of Arabic learning through emotionally safe and engaging classroom experiences. Nevertheless, implementation remained constrained by learner diversity, linguistic difficulties, teacher dependency, and limited systematic assessment of affective development.
Co-Authors Abdul Hafidz Bin Zaid Ahmad Fikri Annisa Shabrina Balyanan Furay Fisha Daud Elega Daud Elega Dea Marvina Febri Yansyah Harisah, Harisah Irmansyah Irmansyah Jamanuddin Jamanuddin Listia Eltika Muhammad Fariz Muhammad Yusuf Mukmin Mukmin Mukmin Mukmin Nabila Nurul Aini Nur Khamimi Zainuddin Sakina Fitri Salsa Vira Ningsih Siska Siska Siti Marpuah