THE REALISM PERSPECTIVE: A CRITICAL REVIEW OF THE KBC FOR DEEP LEARNING ISLAMIC ELEMENTARY SCHOOL
DOI:
https://doi.org/10.24252/auladuna.v12i2a5.2025Keywords:
Philosophy of Realism, Kurikulum Berbasis Cinta, Deep Learning, Islamic Elementary SchoolAbstract
This study explores the conceptual linkage between philosophical realism and Kurikulum Berbasis Cinta (KBC) in supporting deep learning in madrasah ibtidaiyah. This investigation is crucial as the connection between realism, emphasizing objective fact-based knowledge, and KBC, grounded in compassion, empathy, and humanistic values, remains theoretically underexplored in Islamic education contexts. The research offers novelty through philosophical synthesis that establishes balance between empirical rationality and affective sensitivity as the foundation for meaningful learning. This study employs a literature review design analyzing approximately 25 primary and supporting sources published between 2015-2025, relevant to realism, KBC, and deep learning themes. Analysis was conducted through thematic content analysis to identify patterns and conceptual gaps. Results indicate that integrating realism and KBC can form project-based learning models fostering critical thinking, empathy, and spirituality. This study affirms philosophical contributions toward strengthening Islamic education paradigms within the KBC context.
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