Implementation of the compassion-based curriculum at Lazuardi Athaillah GCS

M. Muhajir; A. Arnidah; Farida Febriati

doi:10.17509/jik.v21i2.68414

Implementation of the compassion-based curriculum at Lazuardi Athaillah GCS

M. Muhajir, A. Arnidah, Farida Febriati

Abstract

The compassion-based curriculum in this study refers to a systematically planned learning experience as well as hidden curriculum practices aimed at transmitting compassionate values to students. It can take the form of standalone subjects, integration into the school's curriculum and programs, or through informal learning experiences via social interactions in school. The purpose of this research is to understand the implementation of a compassion-based curriculum at Lazuardi Athaillah Global Compassionate School (GCS) to assess its urgency in fostering students' love, sympathy, empathy, altruism, and anti-violence (non-aggression) attitudes. The research method used is qualitative with a phenomenological approach. Deep interview transcripts are analyzed using interpretative phenomenological analysis (IPA). The research results indicate that the implementation of the compassion-based curriculum at Lazuardi Athaillah is carried out by teaching 20 compassionate characters named Lazuardi 20 through character-building subjects, integrated into the Cambridge Curriculum and the National Curriculum, trained through special school programs and hidden curriculum practices. Overall, the implementation of the compassion-based curriculum is going well. Through the implementation of the compassion-based curriculum, students are taught to always love God, others, and themselves. They are also taught to be tolerant, help alleviate others' suffering, care for the environment, and reject violence.

Abstrak

Kurikulum berbasis welas asih dalam penelitian ini mengacu pada pengalaman belajar yang direncanakan secara sistematis maupun melalui praktik kurikulum tersembunyi yang bertujuan mentransmisikan nilai-nilai welas asih kepada peserta didik. Bentuknya bisa berupa mata pelajaran yang berdiri sendiri, integrasi ke dalam kurikulum dan program sekolah, maupun berupa pengalaman belajar yang terjadi secara informal melalui interaksi sosial di sekolah. Tujuan penelitian ini adalah untuk memahami implementasi kurikulum berbasis welas asih di Lazuardi Athaillah Global Compassionate School (GCS) guna melihat urgensinya dalam menumbuhkan rasa cinta, simpati, empati, altruisme, dan sikap anti-kekerasan (non-agresi) peserta didik. Metode penelitian menggunakan kualitatif dengan pendekatan fenomenologi. Transkrip wawancara mendalam dianalisis dengan menggunakan interpretative phenomenological analysis (IPA). Hasil penelitian menunjukkan, implementasi kurikulum berbasis welas asih Lazuardi Athaillah dilaksanakan dengan mengajarkan 20 karakter welas asih bernama Lazuardi 20 melalui mata pelajaran character building, diintegrasikan ke dalam Kurikulum Cambridge dan Kurikulum Nasional, dilatih melalui program khusus sekolah dan praktik kurikulum tersembunyi. Secara keseluruhan, implementasi kurikulum berbasis welas asih berjalan dengan baik. Melalui implementasi kurikulum berbasis welas asih, peserta didik diajarkan untuk selalu mencintai Tuhan, orang lain, dan dirinya sendiri. Peserta didik juga diajarkan untuk toleran, membantu mengurangi penderitaan orang lain, peduli terhadap lingkungan, dan menolak kekerasan.

Kata Kunci: implementasi kurikulum; pendidikan karakter; pendidikan moral; welas asih

Keywords

character education; compassion; curriculum implementation; moral education

Full Text:

Download PDF (Bahasa Indonesia)

References

Achadah, A., Wahidmurni, W., & Yasin, A. F. (2022). Internalization of character education values in shaping elementary school students' religious behavior. Al-Ishlah: Jurnal Pendidikan, 14(4), 4723-4734.

Akib, E., Imran, M. E., Mahtari, S., Mahmud, M. R., Prawiyogy, A. G., Supriatna, I., & Ikhsan, M. H. (2020). Study on implementation of integrated curriculum in Indonesia. IJORER: International Journal of Recent Educational Research, 1(1), 39-57.

Arman, M. (2023). Empathy, sympathy, and altruism—An evident triad based on compassion. A theoretical model for caring. Scandinavian Journal of Caring Sciences, 37(3), 862-871.

Coşkun Y., G., & Aslan, B. (2021). Curriculum theory: A review study. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 11(2), 237-260.

Depow, G. J., Francis, Z., & Inzlicht, M. (2021). The experience of empathy in everyday life. Psychological Science, 32(8), 1198-1213.

Dodaj, A. (2013). The effect of empathy on involving in bullying behavior. Paediatrics Today, 9(1), 91-101.

El-Astal, M. (2023). What is Curriculum? Building a broader understanding of the term. Journal of Curriculum and Teaching, 12(6), 188-196.

Ghanta, B., & Mondal, M. (2018). Hidden curriculum: An informal way for moral development Of learners. International Journal of Innovative and Emerging Research in Engineering, 4, 65-68.

Giray, L., Asuncion, M. K. C., Edem, J., Gumalin, D. L., Jacob, J., & Lucero, S. M. (2023). Positive and negative lessons from hidden curriculum at a Philippine State University. Educational Process: International Journal, 12(1), 71-93.

Handayani, N., Ahmad, S., & Indrawati, W. (2023). Curriculum management in elementary schools based on character education. PPSDP International Journal of Education, 2(1), 35-45.

Harmadi, M. B. R., Adiguna, A. J., Putri, C. S., Banuati, N., Pambudi, A. L., & Broto, S. W. (2022). Moral education and social attitudes of the young generation: Challenges for Indonesia and the international community. Jurnal Panjar: Pengabdian Bidang Pembelajaran, 4(2), 173-222.

Hidayati, N. A., Waluyo, H. J., & Winarni, R. (2020). Exploring the implementation of local wisdom-based character education among Indonesian higher education students. International Journal of Instruction, 13(2), 179-198.

Hooper, E., & Horton-Deutsch, S. (2023). Integrating compassion and theoretical premises of caring science into undergraduate health professions education. Creative Nursing, 29(1), 53-64.

Jeynes, W. H. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society, 51(1), 33-71.

Karakuş, G. (2021). A literary review on curriculum implementation problems. Shanlax International Journal of Education, 9(3), 201-220.

Lähdesmäki, T., Baranova, J., Ylönen, S. C., Koistinen, A.-K., Mäkinen, K., Juškiene, V., & Zaleskiene, I. (2022). Learning cultural literacy through creative practices in schools. Tolerance, Empathy, and Inclusion, 1(1), 45-61.

Lestari, R. D. (2023). Application of the stake evaluation model to evaluate kurikulum merdeka in creating student well-being. Inovasi Kurikulum, 20(2), 275-288.

Malbois, E. (2023). What is sympathy? Understanding the structure of other-oriented emotions. Emotion Review, 15(1), 85-95.

Milal, A. D., Rohmah, Z., Kusumajanti, W., Basthomi, Y., Sholihah, D. N., & Susilowati, M. (2020). Integrating character education in the English Teaching at islamic junior high schools in Indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 31(1), 88-107

Neff, K. D. (2023). Self-compassion: Theory, method, research, and intervention. Annual Review of Psychology, 74(1), 193-218.

Nurlatifah, N. (2022). Evaluasi kurikulum darurat dalam Pembelajaran Tatap Muka Terbatas (PTMT) di SDIT-Al’arabi. Inovasi Kurikulum, 19(2), 159-170.

Sari, D. M. P., Utami, W. T., Nurfalaq, A. J., & Harguntoro, K. (2023). Hidden curriculum dalam dimensi pembangunan karakter untuk mengatasi degradasi moral sekolah dasar. SAP (Susunan Artikel Pendidikan), 8(2), 313-321.

Sinclair, S., Beamer, K., Hack, T. F., McClement, S., Raffin Bouchal, S., Chochinov, H. M., & Hagen, N. A. (2017). Sympathy, empathy, and compassion: A grounded theory study of palliative care patients’ understandings, experiences, and preferences. Palliative Medicine, 31(5), 437-447.

Sofyan, A., & Saputra, A. (2022). The implementation of character education to improve social skills of elementary school students. Qalamuna: Jurnal Pendidikan, Sosial, dan Agama, 14(2), 413-422.

Subando, J., Kartawagiran, B., & Munadi, S. (2021). Development of curriculum evaluation model as a foundation in strengthening the ideology of Al-Irsyad education. Journal of Research and Educational Research Evaluation, 10(2), 86-99.

Susanti, D., & Ifdil, I. (2023). Hubungan empati dengan altruisme mahasiswa. Education and Social Sciences Review, 4(1), 60-44.

Taufik, M. (2020). Strategic role of Islamic religious education in strengthening character education in the era of industrial revolution 4.0. Jurnal Ilmiah Islam Futura, 20(1), 86-104.

Uleanya, C. (2022). Hidden curriculum versus transition from onsite to online: A review following COVID-19 pandemic outbreak. Cogent Education, 9(1), 1-10.

Wang, L., Sheng, G., She, S., & Xu, J. (2023). Impact of empathy with nature on pro‐environmental behaviour. International Journal of Consumer Studies, 47(2), 652-668.

Waterworth, P., G. (2023). Towards a moral community: Moral education strategies in Indonesian Schools. KnE Social Sciences, 1, 166-185.

DOI: https://doi.org/10.17509/jik.v21i2.68414