IMPLEMENTATION OF THE LOVE-BASED CURRICULUM (KBC) IN STRENGTHENING STUDENTS’ CHARACTER AT MADRASAHS IN INDONESIA
DOI:
https://doi.org/10.30868/ei.v15i04.10830Keywords:
Love-Based Curriculum, Character building, MadrasahAbstract
This study explores how practices associated with the Love-Based Curriculum (KBC) are implemented to support students’ character development in madrasahs. The study uses a qualitative multi-site field-study design at three core sites MIN 1 Medan, MTsN 1 Banda Aceh, and MAN 2 Bireuen drawing on interviews, observations, and institutional documentation from 15 school personnel (five at each site: the principal, vice principal for curriculum, and three teachers). As supplementary descriptive evidence, one Google Forms response was obtained from each of two additional institutions: MAS Daarul Ikhlaash, Kutai Timur, and MTsS Mangku Alam. The questionnaire comprised 11 statements about spiritual practice, persuasive discipline, care and cooperation, learning engagement, a safe learning atmosphere, compassionate teaching, tolerance, environmental care, national identity, and perceived character outcomes. Responses at both institutions were either ‘Agree’ or ‘Strongly Agree’; the descriptive mean scores were 4.45/5 for MAS Daarul Ikhlaash and 4.18/5 for MTsS Mangku Alam. These single-respondent results represent perceptions and are not evidence of measured behavioral change or causal effectiveness. The field-based cases describe KBC-related practices such as welcoming students, reflective dialogue, caring teacher–student relationships, and restorative responses to conflict, while also identifying implementation challenges, including uneven teacher understanding and capacity. The findings suggest that such practices may support a more caring and character-oriented madrasah environment. Interpretation is limited by the small number of informants, the lack of direct student and parent perspectives, and the single questionnaire respondent at each supplementary site.
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