Reorienting Arabic Language Learning in Madrasahs Through the Cinta Framework: a Systematic Literature Review

Muhammad Badrut Tamam AM; Muhammad Zaqhlul Rafif; Muhajir Muhajir

doi:10.15575/ta.v5i2.56678

Authors

Muhammad Badrut Tamam AM Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Muhammad Zaqhlul Rafif Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Muhajir Muhajir Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia

DOI:

https://doi.org/10.15575/ta.v5i2.56678

Keywords:

Arabic Language Education, EducationKurikulum CINTA, Saringan Afektif, Madrasah, Tinjauan Literatur Sistematis

Abstract

This study aims to examine the characteristics of relevant studies on the Love-Based Curriculum (Kurikulum Berbasis Cinta); how KBC values are integrated into the objectives, materials, approaches, and assessment of Arabic instruction; and the indicators and instruments used to evaluate implementation and its effects. Scopus, SINTA, and Google Scholar (first 200 results per query) were searched with English and Indonesian terms combining KBC, Arabic, and madrasah, covering publications from January 2016 to January 2026. Peer-reviewed empirical studies and qualitative document analyses in Indonesian, English, or Arabic were eligible, and quality was appraised with the MMAT 2018. Forty publications were included (published 2020-2026; 17 in 2025-2026) and were analyzed through thematic content analysis and narrative synthesis. Only three explicitly addressed KBC. No study systematically mapped the Panca Cinta pillars onto instructional components, and reported outcomes centered on motivation, engagement, and perceptions rather than objectively measured language competence. No validated instrument was found that jointly assesses Arabic proficiency, empathic interaction, anxiety, and ethical behavior. Evidence that love-based learning conditions improve Arabic proficiency therefore remains insufficient. Future research should prioritize empirical field studies at each madrasah level and the development of valid affective assessment instruments.

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