Love-Based Curriculum: Perception, Actualization and its Impacts on Students' Harmonious Culture in Islamic Elementary School

Abstract

[English]: This study aims to: (1) examine the perceptions of the madrasah principal and teachers regarding a love-based curriculum, (2) describe its forms of actualization, and (3) analyze its impact on the development of students' harmonious culture at Islamic Elementary School Hamzanwadi No. 1 Pancor, East Lombok. The research employed a qualitative approach with a field research design. Data were collected through interviews, observations, and document analysis, and were subsequently analyzed systematically through the stages of data reduction, data display, and conclusion drawing. The study was conducted over a period of three months and involved 10 informants consisting of the madrasah principal, teachers, and students. The findings reveal that perceptions of the love-based curriculum are manifested in pedagogical relationships characterized by empathy, mutual respect in interactions, affection and compassion, as well as restorative approaches in resolving students' problems. The actualization of this love-based curriculum fosters a safe, comfortable, and conducive psychosocial climate that supports the construction of a harmonious student culture. This study underscores that a love-based curriculum functions as a pedagogical instrument capable of shaping a humanistic, transformative, and character-oriented educational ecosystem.

[Indonesian]: Penelitian ini bertujuan untuk: (1) mengkaji persepsi kepala madrasah dan guru terhadap kurikulum berbasis cinta, (2) menggambarkan bentuk aktualisasinya, dan (3) menganalisis dampaknya terhadap budaya harmoni siswa di Madrasah Ibtidaiyah Hamzanwadi No. 1 Pancor Lombok Timur. Desain menggunakan pendekatan kualitatif dengan jenis penelitian lapangan. Data dihimpun melalui wawancara, observasi dan telaah dokumen, kemudian dianalisis dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan secara sistematis. Proses penelitian berlangsung selama tiga bulan dengan melibatkan 10 informan yang terdiri dari kepala madrasah, guru dan siswa. Hasil menunjukkan bahwa persepsi kurikulum berbasis cinta terejawantahkan dalam relasi pedagogis yang ditandai denga adanya empati, interaksi saling menghargai, cinta dan kasih sayang, serta pendekatan restoratif dalam penyelesaian permasalahan siswa. Aktualisasi kurikulum berbasis cinta ini menciptakan iklim psikososial yang aman, nyaman dan kondusif dalam membangun budaya harmoni siswa. Penelitian ini menekankan bahwa kurikulum berbasis cinta berfungsi sebagai instrumen pedagogis yang mampu membentuk ekosistem pendidikan yang humanis, transformatif, dan berorientasi pada penguatan karakter.