Integrating Deep Learning and Love-Based Curriculum in Madrasah: Challenges and Solutions

Abstrak

Madrasah education plays a strategic role in shaping students who are not only intelectually intelligent, but also possess character, morals, and spirituality. However, learning practices in madrasahs still tend to be superficial, focusing solely on memorization and cognitive achievement. This study aims to identify problems that arise in the implementation of a deep learning approach in madrasahs and to offer alternative solutions through the integration of a love-based curriculum. This study uses a qualitative approach with a literature study. References related to deep learning and humanistic theories are the primary sources of research, while related scientific articles serve as secondary sources. The result of the study indicate that the main challenges lie in conventional learning paradigms, limited teacher competencies, and an inflexible curriculum structure. As alternative solutions, it is necessary to strengthen teacher capacity through reflective pedagogy training, a curriculum reorientation that emphasizes the values of love and compassion, the implementation of project-based and empathy-based learning models, and a holistic evaluation system that encompasses cognitive, affective, and spiritual aspects. The implementation of deep learning based on love is expected to be able to realize madrasas as educational institutions that produce generations who are knowledgeable, moral, and full of love.