THE CURRICULUM OF LOVE AS AN INTEGRATIVE ISLAMIC RELIGIOUS EDUCATION PARADIGM IN BORDER REGIONS

Abstract

Tujuan: Penelitian ini bertujuan membuktikan bahwa Kurikulum Berbasis Cinta yang diformalisasi KEMENAG tahun 2025 telah dipraktikkan secara organik oleh masyarakat Kepulauan Natuna melalui empat fase perkembangan historis, serta merekonstruksi model teoretis dari praktik empiris tersebut sebagai kontribusi kearifan lokal terhadap pengembangan pendidikan Islam nasional. Metode: Metode penelitian menggunakan pendekatan historical tracing dan retroaktif validation untuk menganalisis genealogi praktik pendidikan berbasis cinta sejak era "Atok Imam" hingga fase integrasi kontemporer, dilengkapi dengan rekonstruksi model teoretis melalui analytical framework synthesis. Hasil: Hasil penelitian menunjukkan bahwa nilai-nilai Panca Cinta telah terimplementasi secara sophisticated dalam empat fase evolutif dengan karakteristik yang lebih kaya dan kontekstual dibandingkan formalisasi kebijakan nasional. Temuan utama berupa model "Pengembangan Kurikulum Organik" yang terdiri dari lima komponen terintegrasi: Sistem Pengetahuan Berbasis Masyarakat, Adaptasi Bertahap, Integrasi Menyeluruh, Relevansi Kontekstual, dan Transformasi Berkelanjutan. Model ini terbukti superior dalam mengakselerasi pencapaian SDG 4, 16, dan 17 dengan dampak multiplier effect yang signifikan. Kesimpulan: Kesimpulan penelitian mengkonfirmasi bahwa praktik organik Natuna tidak hanya mendahului kebijakan formal tetapi juga menawarkan paradigma baru pengembangan pendidikan berkelanjutan yang dapat direplikasi di daerah perbatasan lainnya untuk optimalisasi pencapaian Sustainable Development Goals.Purpose: This research aims to prove that the Love-Based Curriculum formalized by KEMENAG in 2025 has been organically practiced by the Natuna Islands community through four phases of historical development, and to reconstruct a theoretical model from these empirical practices as a contribution of local wisdom to the development of national Islamic education. Method: The research method employs historical tracing and retroactive validation approaches to analyze the genealogy of love-based educational practices from the "Atok Imam" era to the contemporary integration phase, complemented by theoretical model reconstruction through analytical framework synthesis. Result: The research results indicate that the values of Panca Cinta have been implemented in a sophisticated manner across four evolutive phases with characteristics that are richer and more contextual compared to the formalization of national policy. The main finding is an "Organic Curriculum Development" model consisting of five integrated components: Community-Based Knowledge System, Gradual Adaptation, Comprehensive Integration, Contextual Relevance, and Continuous Transformation. This model proves superior in accelerating the achievement of SDGs 4, 16, and 17 with significant multiplier effect impacts. Conclusion: The research conclusion confirms that Natuna's organic practices not only preceded formal policy but also offer a new paradigm for sustainable educational development that can be replicated in other border regions for the optimization of Sustainable Development Goals achievement.