Relevansi Konsep Pendidikan Ki Hajar Dewantara dengan Kurikulum Berbasis Cinta dalam Penguatan Karakter Peserta Didik pada Pendidikan Islam di Era Digital
Keywords:
Character Education, Digital Era, Islamic Education, Ki Hajar Dewantara, Love-Based CurriculumAbstract
The rapid advancement of digital technology has transformed educational practices while simultaneously creating challenges related to students’ character development, digital ethics, and social responsibility. In this context, educational approaches that emphasize human values and holistic learner development have become increasingly important. This study aims to examine the relevance of Ki Hajar Dewantara’s educational philosophy to the concept of a love-based curriculum in strengthening students’ character within Islamic education in the digital era. Employing a qualitative literature review approach, the study analyzes scholarly publications, books, and academic documents published between 2020 and 2025 concerning Ki Hajar Dewantara’s educational thought, character education, Islamic education, and contemporary curriculum development. The findings reveal that the principles of ing ngarso sung tulada, ing madya mangun karso, and tut wuri handayani align closely with the values of a love-based curriculum, which emphasizes empathy, compassion, respect, and learner well-being. From the perspective of Islamic education, these principles correspond to the concepts of uswah hasanah, rahmah, and moral character formation. Furthermore, integrating Ki Hajar Dewantara’s educational philosophy with a love-based curriculum provides a relevant framework for fostering digital responsibility, ethical literacy, empathy, and character development among students. Overall, the study concludes that both concepts offer a strong philosophical foundation for developing humane, inclusive, and character-oriented Islamic education capable of addressing the challenges of the digital age.
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