Innovative Islamic Religious Education Model Integrating Love Based and Deep Learning for SDGs in Madrasah Aliyah
DOI:
https://doi.org/10.61455/sicopus.v4i03.654Keywords:
love-based curriculum, deep learning, islamic religious education, sustainable development goals, madrasah aliyahAbstract
Objective: This study aims to develop and test an innovative Islamic Religious Education (IRE) learning model that integrates the Love Based Curriculum (Kurikulum Berbasis Cinta) and deep learning to support the achievement of the Sustainable Development Goals (SDGs) in Madrasah Aliyah in Metro City, Indonesia. Theoretical framework: The model is grounded in the pedagogy of love and the ethics of care, deep learning theory with its mindful, meaningful, and joyful principles, Islamic ecotheology, and Education for Sustainable Development under SDG target 4.7. Literature review: Previous studies have examined the Love-Based Curriculum, deep learning, and the contribution of Islamic education to the SDGs largely in isolation. Studies combining the first two remain conceptual or limited to teacher assistance, and none offers an operational IRE learning syntax that is explicitly linked to SDG targets at the senior secondary madrasah level. Method: A research and development design following the ADDIE model was carried out in three Madrasah Aliyah. Data were gathered through needs questionnaires, interviews, expert validation sheets, practicality questionnaires, a deep understanding test, and a sustainability-oriented Panca Cinta character scale. They were analysed using Aiken’s V, percentage scores, normalised gain, independent t-tests, effect sizes, and interactive qualitative analysis. Results: The study produced the CINTA-SDGs model with five phases: contemplate mindfully, inquire meaningfully, nurture collaborative reasoning, take sustainable action, and appreciate and reflect (muhasabah). The model was rated valid by experts, practical by teachers and students, and more effective than conventional learning in improving students’ deep understanding and sustainability-oriented character. Implications: The findings give teachers, madrasah principals, and policymakers an operational pathway for implementing KMA 1503 of 2025 that connects love-based values, deep learning, and local sustainability issues, and they encourage SDG-oriented action projects within IRE subjects. Novelty: The originality of this study lies in a single learning syntax that maps every phase simultaneously to deep learning experiences, the five Panca Cinta values, and specific SDG targets. This positions Islamic Religious Education in the madrasah as a transformative contributor to sustainable development rather than a merely normative subject.
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