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All Journal Jurnal Pendidikan Indonesia Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Ta´dib Conciencia Jurnal Intelektualita: Keislaman, Sosial, dan Sains Tadrib: Jurnal Pendidikan Agama Islam Bio Ilmi: Jurnal Pendidikan FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Al Ishlah Jurnal Pendidikan Muallimuna : Jurnal Madrasah Ibtidaiyah Edukasi Islami: Jurnal Pendidikan Islam EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Jurnal PAI Raden Fatah Jurnal Perspektif JIIP (Jurnal Ilmiah Ilmu Pendidikan) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Muaddib: Islamic Education Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Al-Fikru: Jurnal Ilmiah Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan ALACRITY : Journal Of Education Education Achievement: Journal of Science and Research INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Formosa Journal of Science and Technology (FJST) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Bestari: Jurnal Pendidikan dan Kebudayaan Jurnal Komunikasi Islam dan Kehumasan Gunung Djati Conference Series TOFEDU: The Future of Education Journal Indonesian Journal of Educational Management and Leadership Jurnal Konseling Pendidikan Islam Journal of Innovative and Creativity Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah PESHUM Al-Irfan: Journal Of Arabic Literature and Islamic Studies Al Yasini: Jurnal Keislaman, Sosial, Hukum dan Pendidikan Sustainable
Abdurrahmansyah Abdurrahmansyah
Universitas Islam Negeri Raden Fatah Palembang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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The Function Of Teacher Organizations In Improving Teacher Discipline And Professionalism Vidya Daniati; Saskia Melandari; Abdurrahmansyah Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Teacher organizations have an important role in improving the quality of human resources in the field of education, particularly in building teachers’ discipline and professionalism. This study aims to analyze the function of teacher organizations in improving work discipline and teacher professionalism in carrying out their duties and responsibilities. This research uses a qualitative approach with a descriptive method. Data collection techniques were conducted through observation, interviews, and documentation involving teachers and teacher organization administrators. The results show that teacher organizations function as a forum for guidance, competency development, and as a means of communication and collaboration among teachers. Through activities such as training, seminars, scientific discussions, and professional ethics development, teacher organizations are able to increase teachers’ awareness of the importance of discipline in carrying out their duties and improve their professional competence. In addition, teacher organizations also play a role in instilling values of responsibility, professional commitment, and improving teachers’ pedagogical and professional abilities.
The Reality and Challenges of Teachers in Realizing Innovative Learning in Elementary Schools Husnul Khotimah; Lisa Amilda; Sahikmah Ezi; Abdurrahmansyah Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Innovative learning is an important approach inimproving the quality of teaching and learning processes in elementary schools. Teachers are required to create creative, active, and student-centered learning in order to develop students’ critical thinking and 21st- century skills. However, in practice, there are still various challenges faced by teachers in implementing innovative learning in the classroom. This study aims to analyze the realities and challenges faceed by elementary school teachers in implementing innovative learning. The method used in this study is a library research findings. The results of the study show that several major challenges faced by teachers include limited pedagogical competence, inadequate learning facilities and infrastucture, high administrative workload, differences in students characteristics and abilities, and the demands of curriculum changes. Therefore, various efforts are needed, such as improving teacher compotence, providing adequate learning facilities, and strengthening educational policies to support the implementation of innovative learning effectively in elementary schools.
Teacher Competencies in the Era of the Industrial Revolution 4.0: Transformation of Roles, Digital Skills, and Challenges of 21st-Century Education Muhammad Ash'aril Fajri; Jumidi Eka Pratama; Abdurrahmansyah Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

The Industrial Revolution 4.0 era has brought major disruption, changing the educational landscape through the integration of digital technologies such as Artificial Intelligence (AI) and the Internet of Things (IoT). These changes demand a fundamental transformation of the teacher's role, from a mere deliverer of material to a dynamic learning facilitator. This study aims to analyze the transformation of the teacher's role, the mastery of digital skills, as well as the challenges and strategies in facing 21st-century education. The research method used is a literature study (library research) by analyzing various relevant scientific sources. The results show that teachers in the digital era must master Technological Pedagogical Content Knowledge (TPACK), data literacy, and social-emotional learning (SEL) skills to create student-centered learning. The main challenges identified include technological infrastructure gaps and the need for continuous training. As a strengthening strategy, higher education institutions play a central role in shaping the character and work ethic of future educators, while teachers must adopt a lifelong learning mindset. The conclusion of this article emphasizes that the success of educational transformation depends on the synergy between technological sophistication and the cultivation of strong character values.
Sejarah Perubahan Kurikulum di Indonesia Zalika Afifa; Adelia Pratama Putri; Risti Rahmadini; Salsabilah Salsabilah; Uswatun Fajriah; Abdurrahmansyah Abdurrahmansyah
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 7, No 6 (2025): Desember
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v7i6.8626

Abstract

Proses pendidikan di Indonesia telah mengalami berbagai penyesuaian kurikulum yang merupakan tanggapan terhadap perubahan dalam aspek sosial, politik, dan pedagogis. Kajian ini berupaya untuk memaparkan lintasan historis serta evolusi transformasi kurikulum di Indonesia semenjak periode pasca-kemerdekaan hingga masa kini. Pendekatan riset yang diterapkan adalah deskriptif kualitatif, yang mencakup penelaahan literatur, artefak pendidikan, dan studi-studi terdahulu yang relevan dengan implementasi dan restrukturisasi kurikulum. Temuan riset mengindikasikan bahwa Indonesia telah mengadopsi beberapa iterasi kurikulum, termasuk Rencana Pelajaran 1947, Kurikulum 1968, Kurikulum 1975, Kurikulum 1984, Kurikulum 1994, Kurikulum Berbasis Kompetensi 2004, Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, dan Kurikulum 2013. Setiap perubahan mencerminkan filosofi dan kebutuhan pendidikan pada masanya. Pergeseran tersebut dipengaruhi oleh kebijakan nasional, tren global, serta kebutuhan untuk meningkatkan kompetensi dan karakter peserta didik. Revisi terbaru menekankan keseimbangan antara aspek kognitif, afektif, dan psikomotorik guna menghasilkan peserta didik yang utuh. Kesimpulannya, perubahan kurikulum di Indonesia mencerminkan upaya berkelanjutan bangsa untuk menyesuaikan pendidikan dengan kemajuan masyarakat dan tantangan global
ANALISIS KESESUAIAN TUJUAN DAN CAPAIAN HASIL BELAJAR PADA PEMBELAJARAN PAI DI SD Rati Febrianti; Salsa Amanda; Widya Astuty; Abdurrahmansyah Abdurrahmansyah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10200

Abstract

Alignment between instructional targets and learning outcomes is a key indicator of educational quality. However, the implementation of the Independent Curriculum in Islamic Religious Education often faces synchronization challenges. This study aims to analyze the alignment of learning objectives with student learning outcomes at Muhammadiyah Sekayu Elementary School. This study used a descriptive qualitative approach, collecting data through in-depth interviews with educators and documenting lesson plans, grade records, and evaluation tools. Subjects were selected through purposive sampling to obtain in-depth information about the dynamics of instruction in the field. The results indicate that the formulation of learning objectives has been adapted based on the characteristics, interests, and potential of students, adhering to the principles of student-centered Deep Learning. Educators integrate a variety of methods and formative and summative assessments to ensure the achievement of curriculum targets. Teacher professionalism and the use of a social constructivist model are key supporting factors for the success of the educational process. However, obstacles were identified, including diverse individual capacities, fluctuating motivation, limited literacy, and minimal parental involvement in learning support. The main conclusion confirms that there is no significant gap between the set targets and the competencies achieved by students. The effectiveness of Islamic Religious Education learning in schools is highly dependent on consistent harmonization between goal planning, teaching tactics, and a comprehensive evaluation system. ABSTRAK Kesesuaian antara target instruksional dan hasil belajar merupakan indikator utama kualitas pendidikan, namun implementasi Kurikulum Merdeka pada mata pelajaran Pendidikan Agama Islam sering menghadapi tantangan sinkronisasi. Penelitian ini bertujuan menganalisis keselarasan tujuan pembelajaran dengan capaian hasil belajar siswa di SD Muhammadiyah Sekayu. Studi ini menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui wawancara mendalam kepada tenaga pendidik serta studi dokumentasi terhadap rencana pelaksanaan pembelajaran, catatan nilai, dan perangkat evaluasi. Subjek penelitian ditentukan melalui teknik purposive sampling untuk mendapatkan informasi mendalam mengenai dinamika instruksional di lapangan. Hasil penelitian menunjukkan bahwa perumusan tujuan pembelajaran telah diadaptasi berdasarkan karakteristik, minat, dan potensi peserta didik dengan mengacu pada prinsip Deep Learning yang berorientasi pada murid. Tenaga pendidik mengintegrasikan variasi metode serta penilaian formatif dan sumatif untuk menjamin ketercapaian target kurikulum. Profesionalisme guru dan penggunaan model konstruktivisme sosial menjadi faktor pendukung utama kesuksesan proses edukasi. Namun, ditemukan hambatan berupa keberagaman kapasitas individu, fluktuasi motivasi, keterbatasan literasi, serta minimnya peran serta orang tua dalam pendampingan belajar. Simpulan utama menegaskan bahwa tidak terdapat kesenjangan signifikan antara target yang ditetapkan dengan kompetensi yang diraih siswa. Efektivitas pembelajaran Pendidikan Agama Islam di sekolah tersebut sangat bergantung pada harmonisasi konsisten antara perencanaan tujuan, taktik mengajar, dan sistem evaluasi komprehensif tuntas.
ANALISIS PERSEPSI GURU TERHADAP KESESUAIAN CAPAIAN PEMBELAJARAN PAI DALAM KURIKULUM MERDEKA DI SD Lulu Saputri; Suci Mulia; Riska Nuraini; Abdurrahmansyah Abdurrahmansyah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10201

Abstract

This study explores how Islamic Religious Education teachers interpret the relevance of the Learning Outcomes in the Independent Curriculum to the real-life situations of elementary school students. The main focus includes teachers' level of understanding, the suitability of the material to student characteristics, and various challenges and solutions in its implementation. Using a descriptive qualitative approach, data was collected from teachers using in-depth interviews and documentation studies, which were then validated through source triangulation. The findings indicate that teachers view the Learning Outcomes as phase-based competency guidelines that offer flexibility in developing aspects of knowledge, attitudes, and skills in an integrated manner. Although the Learning Outcomes are considered capable of encouraging student engagement, in practice, obstacles still exist in the form of limited facilities and infrastructure, limited internet access, and gaps in teacher competency and differences in student comprehension. To address these issues, educators need to optimize the use of simple learning media, revise teaching methods, and strengthen personal guidance and collaboration between teachers. Ultimately, this study concludes that the successful implementation of the Islamic Religious Education Learning Outcomes does not rely solely on the curriculum but is highly dependent on improving the quality of teacher professionalism accompanied by the provision of adequate facilities and infrastructure. ABSTRAK Penelitian ini mengeksplorasi tentang bagaimana guru Pendidikan Agama Islam (PAI) memaknai relevansi Capaian Pembelajaran (CP) dalam Kurikulum Merdeka terhadap kondisi nyata siswa sekolah dasar. Fokus utamanya mencakup tingkat pemahaman guru, kesesuaian materi dengan karakteristik anak didik, serta berbagai tantangan dan solusi dalam implementasinya. Melalui pendekatan kualitatif deskriptif, data dihimpun dari guru dengan menggunakan teknik wawancara mendalam dan studi dokumentasi, yang kemudian divalidasi melalui triangulasi sumber. Temuan menunjukkan bahwa guru memandang CP sebagai pedoman kompetensi berbasis fase yang menawarkan fleksibilitas dalam mengembangkan aspek pengetahuan, sikap, dan keterampilan secara terintegrasi. Meskipun CP dianggap mampu mendorong keaktifan siswa, faktanya di lapangan masih ditemukan hambatan berupa keterbatasan sarana dan prasarana, kendala akses internet, serta adanya kesenjangan kompetensi guru maupun perbedaan daya tangkap siswa. Untuk menyelesaikan persoalan tersebut, para pendidik perlu mengoptimalkan penggunaan media pembelajaran sederhana, merevisi metode mengajar, serta memperkuat bimbingan personal dan kolaborasi antar guru. Pada akhirnya, studi ini menyimpulkan bahwa keberhasilan penerapan CP PAI tidak hanya bertumpu pada kurikulum semata, melainkan sangat bergantung pada peningkatan kualitas profesionalisme guru disertai dengan penyediaan sarana prasarana yang memadai.
Implementasi Kurikulum Merdeka di Tengah Keterbatasan Sarana Prasarana: Studi Kasus di SD Tulus Bakti Palembang Areefa Zahira Putri; Muhamad Ardiansyah; Indrian Satria; Abdurrahmansyah Abdurrahmansyah
Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 3 (2025): Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar
Publisher : Program Studi Pendidikan Guru Sekolah Dasar - Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/edukasitematik.v6i3.651

Abstract

Penelitian ini bertujuan untuk menggambarkan implementasi Kurikulum Merdeka di SD Tulus Bakti Palembang dalam konteks keterbatasan sarana dan prasarana sekolah. Penelitian menggunakan metode deskriptif kualitatif dengan mengumpulkan data melalui observasi proses pembelajaran, dokumentasi kondisi lingkungan sekolah, dan wawancara dengan guru serta kepala sekolah. Hasil penelitian menunjukkan bahwa pelaksanaan Kurikulum Merdeka masih menghadapi berbagai kendala, seperti keterbatasan ruang kelas, minimnya alat peraga, dan fasilitas teknologi yang belum memadai. Meskipun demikian, guru-guru mampu beradaptasi melalui penggunaan bahan ajar sederhana, kolaborasi antar tenaga pendidik, dan peningkatan keterlibatan orang tua dalam kegiatan belajar. Temuan ini menunjukkan bahwa meskipun implementasi Kurikulum Merdeka belum berjalan optimal, upaya adaptif guru berkontribusi positif terhadap peningkatan kualitas pembelajaran sekaligus mendukung pembentukan Profil Pelajar Pancasila.
Radical Ideology Penetration Patterns Through Religious Study Activities Abdurrahmansyah Abdurrahmansyah; Ade Akhmad Saputra; Nurseri Hasnah Nasution; Vicky Chandra; Juan Muliawan Fatrin
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.299

Abstract

adicalism in the mosque environment is one of the social phenomena that needs serious attention. Mosques, as centres of worship and Islamic learning, can be effective means of spreading moderate ideology, but are also vulnerable to infiltration of radical ideology. This phenomenon occurs in various cities in Indonesia, including Palembang. This research aims to analyze the penetration patterns of the spread of radical ideology through recitation activities in Palembang City mosques. This research uses a qualitative approach with a case study method. The data source in this research, namely the primary source, is the chairman of the mosque takmir, chairman of the Idarah and Imarah section, as the administrator who has the authority to make decisions regarding mosque management such as the recitation schedule at the mosque. The secondary source of this research will be directed at the mosque congregation who are involved in every activity held at the mosque. Data collection in this research used interview, documentation and observation techniques.  The stages of the data analysis process include data collection, data reduction, data presentation, and drawing conclusions and verification. The results of this research can be concluded as follows: The patterns of penetration of radical Islamic ideology from Salafi followers among residents and mosque congregations in Palembang include, among others, through the spread of Salafi ustadz as Friday preachers, through the distribution of books that have been explained. (syarah) from Salafi ulama circles, and through the distribution of message and video posts on Whatsapp Group.
IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM KURIKULUM DAN PEMBELAJARAN DI PONPES CENDIKIA FAIHA Risti Amelia; Fabian Majid Yoga Isnawan; Silda Salsabila; Abdurrahmansyah
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 2 (2026): April
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/9ja1xr66

Abstract

Abstract: This study aims to analyze the implementation of the deep learning approach in the PAI curriculum and learning at Ponpes Cendikia Faiha, including exploring teachers' perceptions, teaching practices, and identifying supporting and inhibiting factors. This research employed a descriptive qualitative methodology with purposive sampling technique. Data were collected through participative observation, semi-structured in-depth interviews with 5 teachers and 5 students, and documentation analysis. The findings indicate that the deep learning system, built upon three main pillars (mindful, meaningful, and joyful learning), makes a significant positive contribution to the quality of PAI education. Although their level of consistency varies, the educators have strived to implement this methodology, while students show positive responses reflected in increased activeness, ease of understanding the material, and strengthened memory retention. The success of this implementation is driven by teachers' internal motivation, students' learning enthusiasm, and training assistance from educational institutions. Conversely, the obstacles faced include limited preparation time, lack of diverse teaching media, and the need to continuously enhance teachers' professional capacity. Comprehensively, deep learning is proven to be more effective in the long term compared to traditional methods because it can achieve substantive and relevant material mastery for students.   Abstrak: Riset ini dilaksanakan untuk membedah implementasi pendekatan deep learning dalam kurikulum dan pembelajaran PAI di Ponpes Cendikia Faiha, yang mencakup penelusuran persepsi pendidik, implementasi pengajaran, serta pemetaan elemen pendorong maupun penghambatnya. Studi ini memakai metodologi kualitatif deskriptif dengan metode penentuan informan melalui purposive sampling. Perolehan data dilakukan lewat observasi partisipatif, dialog mendalam secara semi-terstruktur bersama 5 guru dan 5 murid, serta analisis dokumen pendukung. Temuan riset mengindikasikan bahwa sistem deep learning yang bersandar pada tiga fundamen utama (mindful, meaningful, dan joyful learning) memberikan kontribusi positif yang besar terhadap mutu edukasi PAI. Meskipun tingkat konsistensinya beragam, para pendidik telah mengupayakan praktik metodologi ini, sementara murid memperlihatkan reaksi positif yang nampak pada peningkatan keaktifan, kemudahan menyerap materi, serta penguatan retensi ingatan. Keberhasilan implementasi ini didorong oleh motivasi internal guru, gairah belajar siswa, dan asistensi bimbingan dari instansi pendidikan. Sebaliknya, kendala yang dihadapi berupa keterbatasan durasi persiapan, kurangnya keragaman media ajar, serta kapasitas profesionalisme guru yang harus terus diasah. Secara komprehensif, deep learning teruji lebih berdaya guna dalam skala jangka panjang ketimbang metode tradisional karena sanggup mewujudkan penguasaan materi yang substantif dan relevan bagi anak didik.
MENGGAGAS KURIKULUM BERBASIS CINTA DI TENGAH KRISIS MORAL PESERTA DIDIK Muhammad Zacky Fahurian; Khusnun Nadza Al Aslami; M Aidil Fitri; Dino Pradana; Abdurrahmansyah
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 2 (2026): April
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/vjyyj497

Abstract

Abstract:  The moral crisis among students has become a serious issue in today’s educational landscape. Phenomena such as low levels of empathy, increasing impolite behavior, and the rise of bullying indicate that education has not fully succeeded in optimally shaping students' character. So far, the education system tends to focus more on cognitive aspects rather than affective aspects. Therefore, a more humanistic approach is needed, one of which is through a Love-Based Curriculum. This study aims to examine the concept of a Love-Based Curriculum and its relevance in addressing the moral crisis among students. The method used in this study is a literature review by analyzing various sources related to character education and humanistic approaches in learning. The results show that the Love-Based Curriculum emphasizes values such as compassion, empathy, and role modeling in the learning process, thereby creating a more conducive and meaningful educational environment. Thus, the Love-Based Curriculum can serve as an alternative solution in developing students with noble character.  Abstrak:  Krisis moral pada peserta didik menjadi salah satu permasalahan serius dalam dunia pendidikan saat ini. Fenomena seperti rendahnya sikap empati, meningkatnya perilaku tidak sopan, serta maraknya tindakan perundungan menunjukkan bahwa pendidikan belum sepenuhnya berhasil membentuk karakter peserta didik secara optimal. Selama ini, sistem pendidikan cenderung lebih menitikberatkan pada aspek kognitif dibandingkan aspek afektif. Oleh karena itu, diperlukan suatu pendekatan yang lebih humanis, salah satunya melalui Kurikulum Berbasis Cinta. Penelitian ini bertujuan untuk mengkaji konsep Kurikulum Berbasis Cinta serta relevansinya dalam mengatasi krisis moral peserta didik. Metode yang digunakan adalah studi literatur dengan mengkaji berbagai sumber terkait pendidikan karakter dan pendekatan humanistik dalam pembelajaran. Hasil kajian menunjukkan bahwa Kurikulum Berbasis Cinta menekankan pada nilai kasih sayang, empati, dan keteladanan dalam proses pembelajaran, sehingga mampu menciptakan lingkungan pendidikan yang lebih kondusif dan bermakna. Dengan demikian, Kurikulum Berbasis Cinta dapat menjadi salah satu alternatif solusi dalam membangun karakter peserta didik yang berakhlak mulia. 
Co-Authors Abdullah Idi Abdullah Idi Ade Akhmad Saputra Adelia Dwi Pareza Adelia Pratama Putri Adida Igandi Aflatun Muchtar Aflatun Muchtar Agung Mandala Putra Ahmad Zainuri Ai Yeni Yulianti Aida Imtihana Airin Wulandari Aisyah Anis Ajmain Ajmain Alfina Ayu Rahmadianti Alimah Inamasula Almuafi Dzakiyah Alya Khoirunnisah Amelia Dwi Pratiwi Anindya Diah Hartanti Anisa Anisa Anisa Zahara Annisa Apsari Areefa Zahira Putri Ari Koswara Ari Sandi Arikarani, Yesi Auren Fladhira Ayu Amelia BAITI, MASNUN Cah Ayu Tihuri Churairoh Churairoh Cukup Islamiarso Darmanto Darmanto Desty Pratiwi Dewa Ikhram Dewi Dewi Dewi Warna Dhini Ihwani Diah Mutmainnah Dian Andesta Bujuri Dimas Assyakurrohim Dinda Amalia Dino Pradana Dwi Wahyu Edi Ramlan Edis Aidilia Eftalina Eftalina Eka wira Endang Ekowati Eprianto Ermis Suryana Fabian Majid Yoga Isnawan Faisal Febri Diana Yofar Fernando Fernando Fitriyanti Fitriyanti Fuad Abdurrahman Gamar Septianita Gita Oktafryani Hafizo Hamdan Sugilar Helmi Handoko Helna Efrianty Hendi Hendi Hilwa Azizah Husnul Khotimah Ikhwanudin Ikhwanudin Ima Rismawati Indah Dwi Cahyani Indrian Satria Inka Wahyu Khairunnisa Irham Abdul Haris Ismail Sukardi Jajang Rustandi Jannati Aliyah Juan Muliawan Fatrin Jumidi Eka Pratama K.A Bukhori Karoma Karoma Khusnun Nadza Al Aslami Kusnadi Kusnadi Lenny Misdiyanti Linda Sari Lisa Amilda Lulu Saputri Lutfi Asyari M Aidil Fitri M. Mawardi M. Raihan Ar’rasyid M. Soinun Amrillah Mahardika Ganda Syaifulloh Maria Maria Meli Puspita Miftahul Cholifah Mohammad Syawaludin Muhamad Ardiansyah Muhamad Faizul Amirudin Muhamad Fauzi Muhamad Uyun Muhammad Adil Muhammad Alfath Qaff Muhammad Arsyad Said Muhammad Ash'aril Fajri Muhammad Nabiel Augis Wianda Muhammad Naufal Muhammad Sirozi Muhammad Zacky Fahurian Mujiyatun Mujiyatun Mukmin, Taufik Mulyadi Eko Purnomo Munir Munir Musthafa Haidar Mutrikahaini Nabela Veronika Nabiihah Nurshabila Naila Izzatun Fathonah Nur Jannah Nur Widiastuti Nurhayati Nurlaila Nurlaila Nurlaila Nurrohmatillah Nursa'adah Nursa'adah Nurseri Hasnah Nasution Nyayu Khodijah Nyayu Soraya Raffida Aliya BP Rahayu Suprapti Rahma Septa Ramadhan Rahmat Fadli Rahmatullah Akbar Rani Mega Utami Rati Febrianti Ratu Triana Ulya Relly Maulita Rendi Pratama Rian Oktiansyah Rini Chairunnisa Riska Nuraini Risnawati Risti Amelia Risti Rahmadini Rita Sugiarti Riyanti Rizqy Dwi Amrina Romadhon Romadhon Romli Romli Sahikmah Ezi Salsa Agustina Salsa Amanda Salsabilah Salsabilah Salsya Fadila Sania Hairunnisak Saskia Melandari Segar Sukrun Sila Monika Silda Salsabila Siti Aisyah Suci Hidayati Suci Mulia Sujenny Djeskyah Sukirman Sukirman Sumar Sumar Sunardi Sunardi Syarifah Syarifah Syarnubi, Syarnubi Tamara Triandiny Tatia Desfika Tri Alawiyah Tri Mulya Budi Ongkai Tri Mutia Tutut Handayani Umi Kaltsum Uswatun Fajriah Vemmy Ellengie Vicky Chandra Vidya Daniati Walian, anang Welly Ardiansyah Weriana Weriana Widya Astuty Wijaya Wijaya Wilia Apriani Wirda Hakim Yoka Rajabna Yolanda Apriliatsani Yopi Sumarlin Yulia Aziza Zahrah Chairunnisa Sukamto Zainal Arifin Zakaria Zalika Afifa Zanuriah Zanuriah Zulfiyani Labib Abdillah