LANDASAN PSIKOPEDAGOGIS KURIKULUM CINTA DALAM MEMBANGUN PEMBELAJARAN HOLISTIK DI SEKOLAH DASAR
Main Article Content
Abstract
This study aims to examine how a psychopedagogical foundation can support the implementation of the Love Curriculum in realizing holistic learning at the primary school level. The Love Curriculum emphasizes love, empathy, and appreciation for students’ comprehensive development, including cognitive, social, and emotional aspects. This research uses a literature review method, systematically analyzing relevant sources on child developmental psychology, humanistic pedagogy, and holistic learning theory. The findings show that a deep understanding of child development psychology is essential for educators to apply a loving and responsive teaching approach. The Love Curriculum fosters a supportive learning environment that promotes optimal character development and emotional balance. Additionally, it successfully integrates academic and affective elements into a unified holistic learning process. Although this study is conceptual and has not yet been empirically tested, it offers a novel perspective by integrating psychopedagogical principles with the values of love in primary education curriculum development. These findings contribute significantly to curriculum design and enhancing educators’ capacity to provide a more humanistic and comprehensive educational experience.
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Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Ahmad, Z., Islam Negeri Mahmud Yunus Batusangkar, U., Kunci, K., & Pendidikan Holistik, M. (2023). Character Based Holistic Education Management In SDIT An Nahl Guguak Limapuluh Kota. Mudir : Jurnal Manajemen Pendidikan, 5(2), 306–313. https://ejournal.insud.ac.id/index.php/MPI/article/view/588
Asri, S. D. (2024). Character Education: A Review of Implementation and Challenges in Schools. Journal of Indonesian Scholars for Social Research, 4(1), 1–6.
Ayu, S. M., Kokasih, A., Hermawan, W., Rosidin, A., & Amatullah, Z. A. (2024). A Holistic Approach to Character Education: Integration of Governance, Islamic Values, and School Culture. Southeast Asian Journal of Islamic Education, 07(02), 103–118. https://doi.org/10.21093/sajie.v7i2.9285
Egbai, M. J., & Egbai, J. M. (2025). Balancing Standardized Testing and Holistic Learning : Teacher Educators ’ Views on Curriculum Priorities in Primary Education. 18(4), 215–230.
Isroani, F., & Huda, M. (2022). Strengthening Character Education Through Holistic Learning Values. Quality, 10(2), 289. https://doi.org/10.21043/quality.v10i2.17054
Johnson, A. (2023). Holistic Learning Theory: More than a Philosophy. Journal of Contemplative and Holistic Education, 1(2), 0–9. https://doi.org/10.25035/jche.01.02.03
Mahmudulhassan, Abuzar, M., Mohammad Riazul, S., Rahman, O., & E-sor, A. (2024). Strategies for Forming Student Discipline in Islamic Elementary Schools Malaysia: A Holistic Approach in Character Education. Solo Universal Journal of Islamic Education and Multiculturalism, 2(03), 207–218. https://doi.org/10.61455/sujiem.v2i03.204
Pare, A., & Sihotang, H. (2023). Pendidikan Holistik untuk Mengembangkan Keterampilan Abad 21 dalam Menghadapi Tantangan Era Digital Program Studi Magister Administrasi Pendidikan , Universitas Kristen Indonesia. 7, 27778–27787.
Perkembangan, K., Dan, K., Anak, P., Sekolah, T., & Kelas, D. (2024). Jurnal jendela pendidikan. 4(04), 375–382.
Puniman, A. (2023). Holistic Education: Shaping Students’ Strong Character and Emotional Intelligence to Face Global Challenges. Journal of Islamic Elementary Education, 1(2), 76–86. https://doi.org/10.32806/islamentary.v1i2.567
Qamariah, Z., & Anwar, K. (2025). Analisis Konseptual Kurikulum Cinta : Pendekatan Humanistik dan Implikasinya terhadap Pendidikan Islam. 5(2).
Sekolah, P., Di, H., & Dasar, S. (2025). 4 1,2,3. 11.
Sinurat, J. (2024). Integrasi Antara Pembelajaran Akademik Dan Pembentukan Karakter Siswa. Jurnal Kualitas Pendidikan, 2(2), 374–379.
Syaripudin, A., & Hasna, R. (2025). 2 1,2,3. 10, 288–299.
Tazkia, H. A., & Da, A. (2024). Perkembangan Sosial Emosional Anak Usia Dasar di Lingkungan Sekolah. 3, 1–8.
Tinggi, S., Islam, A., & Pasuruan, S. A. (n.d.). Implementasi Kurikulum Cinta dalam Pembelajaran Bahasa Arab di Madrasah M . Isroul Laili.
Untuk, K., & Pembelajaran, M. (2025). Inculco Journal of Christian Education Vol. 5, No. 1 Februari 2025. 5(1).
Veronika, C., & Dafit, F. (2022). The Role of the Teacher in the Character Education Strengthening Program for Grade V Elementary School Students. Jurnal Ilmiah Sekolah Dasar, 6(2), 331–337. https://doi.org/10.23887/jisd.v6i2.46342
Widya Nanda Alifah, & Ibnu Muthi. (2024). Meningkatkan Karakter Disiplin Peserta Didik Melalui Materi Pancasila Menggunakan Metode Holistik di Sekolah Dasar. Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa Dan Matematika, 2(4), 320–329. https://doi.org/10.61132/arjuna.v2i4.1134
Zakiyah, S., Hasibuan, N. H., Yasifa, A., Siregar, S. P., & Wahyu, O. (2024). Perkembangan Anak pada Masa Sekolah Dasar. 3(1), 71–79.
Main Article Content
Abstract
This study aims to examine how a psychopedagogical foundation can support the implementation of the Love Curriculum in realizing holistic learning at the primary school level. The Love Curriculum emphasizes love, empathy, and appreciation for students’ comprehensive development, including cognitive, social, and emotional aspects. This research uses a literature review method, systematically analyzing relevant sources on child developmental psychology, humanistic pedagogy, and holistic learning theory. The findings show that a deep understanding of child development psychology is essential for educators to apply a loving and responsive teaching approach. The Love Curriculum fosters a supportive learning environment that promotes optimal character development and emotional balance. Additionally, it successfully integrates academic and affective elements into a unified holistic learning process. Although this study is conceptual and has not yet been empirically tested, it offers a novel perspective by integrating psychopedagogical principles with the values of love in primary education curriculum development. These findings contribute significantly to curriculum design and enhancing educators’ capacity to provide a more humanistic and comprehensive educational experience.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Ahmad, Z., Islam Negeri Mahmud Yunus Batusangkar, U., Kunci, K., & Pendidikan Holistik, M. (2023). Character Based Holistic Education Management In SDIT An Nahl Guguak Limapuluh Kota. Mudir : Jurnal Manajemen Pendidikan, 5(2), 306–313. https://ejournal.insud.ac.id/index.php/MPI/article/view/588
Asri, S. D. (2024). Character Education: A Review of Implementation and Challenges in Schools. Journal of Indonesian Scholars for Social Research, 4(1), 1–6.
Ayu, S. M., Kokasih, A., Hermawan, W., Rosidin, A., & Amatullah, Z. A. (2024). A Holistic Approach to Character Education: Integration of Governance, Islamic Values, and School Culture. Southeast Asian Journal of Islamic Education, 07(02), 103–118. https://doi.org/10.21093/sajie.v7i2.9285
Egbai, M. J., & Egbai, J. M. (2025). Balancing Standardized Testing and Holistic Learning : Teacher Educators ’ Views on Curriculum Priorities in Primary Education. 18(4), 215–230.
Isroani, F., & Huda, M. (2022). Strengthening Character Education Through Holistic Learning Values. Quality, 10(2), 289. https://doi.org/10.21043/quality.v10i2.17054
Johnson, A. (2023). Holistic Learning Theory: More than a Philosophy. Journal of Contemplative and Holistic Education, 1(2), 0–9. https://doi.org/10.25035/jche.01.02.03
Mahmudulhassan, Abuzar, M., Mohammad Riazul, S., Rahman, O., & E-sor, A. (2024). Strategies for Forming Student Discipline in Islamic Elementary Schools Malaysia: A Holistic Approach in Character Education. Solo Universal Journal of Islamic Education and Multiculturalism, 2(03), 207–218. https://doi.org/10.61455/sujiem.v2i03.204
Pare, A., & Sihotang, H. (2023). Pendidikan Holistik untuk Mengembangkan Keterampilan Abad 21 dalam Menghadapi Tantangan Era Digital Program Studi Magister Administrasi Pendidikan , Universitas Kristen Indonesia. 7, 27778–27787.
Perkembangan, K., Dan, K., Anak, P., Sekolah, T., & Kelas, D. (2024). Jurnal jendela pendidikan. 4(04), 375–382.
Puniman, A. (2023). Holistic Education: Shaping Students’ Strong Character and Emotional Intelligence to Face Global Challenges. Journal of Islamic Elementary Education, 1(2), 76–86. https://doi.org/10.32806/islamentary.v1i2.567
Qamariah, Z., & Anwar, K. (2025). Analisis Konseptual Kurikulum Cinta : Pendekatan Humanistik dan Implikasinya terhadap Pendidikan Islam. 5(2).
Sekolah, P., Di, H., & Dasar, S. (2025). 4 1,2,3. 11.
Sinurat, J. (2024). Integrasi Antara Pembelajaran Akademik Dan Pembentukan Karakter Siswa. Jurnal Kualitas Pendidikan, 2(2), 374–379.
Syaripudin, A., & Hasna, R. (2025). 2 1,2,3. 10, 288–299.
Tazkia, H. A., & Da, A. (2024). Perkembangan Sosial Emosional Anak Usia Dasar di Lingkungan Sekolah. 3, 1–8.
Tinggi, S., Islam, A., & Pasuruan, S. A. (n.d.). Implementasi Kurikulum Cinta dalam Pembelajaran Bahasa Arab di Madrasah M . Isroul Laili.
Untuk, K., & Pembelajaran, M. (2025). Inculco Journal of Christian Education Vol. 5, No. 1 Februari 2025. 5(1).
Veronika, C., & Dafit, F. (2022). The Role of the Teacher in the Character Education Strengthening Program for Grade V Elementary School Students. Jurnal Ilmiah Sekolah Dasar, 6(2), 331–337. https://doi.org/10.23887/jisd.v6i2.46342
Widya Nanda Alifah, & Ibnu Muthi. (2024). Meningkatkan Karakter Disiplin Peserta Didik Melalui Materi Pancasila Menggunakan Metode Holistik di Sekolah Dasar. Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa Dan Matematika, 2(4), 320–329. https://doi.org/10.61132/arjuna.v2i4.1134
Zakiyah, S., Hasibuan, N. H., Yasifa, A., Siregar, S. P., & Wahyu, O. (2024). Perkembangan Anak pada Masa Sekolah Dasar. 3(1), 71–79.