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All Journal JMIE (Journal of Madrasah Ibtidaiyah Education) International Journal of Teaching and Learning (INJOTEL)
Latifa Annum Dalimunthe
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Education Mathematics Other

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RECONSTRUCTING THE PHILOSOPHY OF LOVE IN ISLAMIC EDUCATION: HUMANISTIC APPROACHES TO CULTIVATING EMPATHY, TOLERANCE, AND HARMONY Wiwin Narti; Latifa Annum Dalimunthe; Al Amin
International Journal of Teaching and Learning Vol. 3 No. 7 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

This study aims to reconstruct the philosophy of love in Islamic education through a humanistic approach that integrates spirituality, empathy, and social harmony. Using a critical literature review and philosophical-hermeneutic analysis, the research explores classical Islamic thought, particularly the concepts of maḥabbah (love), ta’dib (ethical discipline), and rahmah (compassion), in relation to modern humanistic theories advanced by Carl Rogers and Abraham Maslow. The findings reveal that love in Islam functions not merely as an emotional state but as an epistemological and ethical foundation that unites divine knowledge with human experience. This reconstruction leads to the formulation of a Love-Based Islamic Humanistic Education (LIHE) model comprising three interrelated dimensions: spiritual foundation (cognitive-affective integration), pedagogical process (dialogical and empathic learning), and social manifestation (tolerance and harmony). The synthesis of Islamic and humanistic paradigms offers a transformative moral and character education framework, emphasizing empathy, inclusiveness, and ethical awareness. His study concludes that love should serve as the core of Islamic educational philosophy, bridging faith and humanity while addressing the challenges of pluralism, dehumanization, and moral disintegration in contemporary society. This research contributes theoretically by redefining the epistemology of Islamic education and practically by offering pedagogical guidelines for developing compassionate and inclusive Islamic learning environments.
CULTURALLY RESPONSIVE TEACHING LEARNING MODEL FOR ELEMENTARY SCHOOLS IN PADANGSIDIMPUAN CITY Nashran Azizan; Maulana Arafat Lubis; Muhammad Amin; Hamidah Hamidah; Latifa Annum Dalimunthe; Parulian Siregar
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v10i1.936

Abstract

Developing students’ social character is a central goal of elementary education. This research aims to develop and validate a CRT model integrated with the local cultural values of poda na lima to strengthen students’ social character in PPKn. The research adopted the Plomp educational design research model, encompassing the stages of preliminary research, prototyping, and assessment. The participants were 106 fourth-grade students from a public elementary school in Padangsidimpuan. Data were collected through expert validation sheets, questionnaires, classroom observations, and learning outcome tests, and analyzed using descriptive statistical methods. The results indicate that the developed model achieved high levels of validity, practicality, and effectiveness in improving students’ social character. The integration of poda na lima values within the CRT framework provides a culturally grounded pedagogical strategy that aligns learning with students’ sociocultural backgrounds. The study also produced several supporting instructional materials, including a CRT model book, RPP, BG, BS, and LKS. This research contributes to the advancement of culturally responsive pedagogy by embedding indigenous cultural values into instructional design, offering an innovative approach to strengthening character education in elementary schools.
Co-Authors Al Amin Hamidah, Hamidah Maulana Arafat Lubis Muhammad Amin Nashran Azizan Parulian Siregar Wiwin Narti