BLENDED LEARNING KURIKULUM BERBASIS CINTA PADA MADRASAH IBTIDAIYAH

Abstrak

Perkembangan teknologi pendidikan sejak satu dekade terakhir telah mempercepat transformasi metode pembelajaran, termasuk pada jenjang Madrasah Ibtidaiyah (MI). Sejak tahun 2010-an, blended learning mulai diadaptasi sebagai model pembelajaran yang menggabungkan keunggulan tatap muka dan pembelajaran berbasis digital. Pada saat yang sama, pendidikan karakter juga mengalami penguatan melalui berbagai kurikulum nasional maupun pendekatan pedagogis humanistik, yang menekankan nilai-nilai kasih sayang, empati, penghargaan, dan budi pekerti sebagai fondasi perkembangan anak. Artikel ini mengkaji bagaimana blended learning dapat diintegrasikan dengan kurikulum berbasis cinta (love-based curriculum) sebagai pendekatan penguatan karakter bagi siswa MI. Penelitian menggunakan kajian literatur dari berbagai sumber yang terbit dalam rentang 2010–2015, dipadukan dengan analisis kontemporer mengenai kebutuhan pembelajaran holistik di MI. Hasil analisis menunjukkan bahwa: (1) blended learning pada awal dekade 2010 telah terbukti meningkatkan motivasi, fleksibilitas belajar, dan interaksi siswa-guru; (2) pendekatan berbasis cinta berperan dalam menciptakan suasana belajar yang aman secara emosional dan mendorong perkembangan karakter positif; (3) integrasi keduanya berpotensi menghasilkan model pembelajaran yang seimbang antara kebutuhan akademik dan afektif, terutama bagi siswa usia dini di MI. Artikel ini merekomendasikan desain blended learning yang memperhatikan kehangatan relasi pedagogis, dukungan keluarga, kesiapan guru, serta penggunaan teknologi yang ramah anak sebagai fondasi implementasi kurikulum berbasis cinta di Madrasah Ibtidaiyah.

The development of educational technology over the past decade has accelerated the transformation of learning methods, including at the Madrasah Ibtidaiyah (Islamic elementary school) level. Since the early 2010s, blended learning has been increasingly adopted as an instructional model that combines the strengths of face-to-face interaction and digital learning platforms. During the same period, character education also gained significant emphasis through national curricula and humanistic pedagogical approaches that highlight values such as compassion, empathy, respect, and emotional safety as the foundation of children’s character formation. This article examines how blended learning can be integrated with a love-based curriculum as a character-building approach for Madrasah Ibtidaiyah students. This study employs a literature review drawing on sources published between 2010 and 2015, combined with a contemporary analysis of the holistic learning needs of young learners in Islamic elementary schools. The findings indicate that: (1) blended learning in the early 2010s was shown to enhance student motivation, flexibility, and teacher–student interaction; (2) love-based approaches contribute to creating emotionally safe learning environments and fostering positive character development; (3) integrating both approaches offers the potential for a balanced instructional model that supports academic as well as affective needs of MI students. This article recommends a blended learning design that emphasizes warm pedagogical relationships, family involvement, teacher readiness, and child-friendly technology as key components in implementing a love-based curriculum in Madrasah Ibtidaiyah.