Challenges of Implementing a Love-Based Curriculum in Madrasahs: A Multidimensional Analysis

Abstract

A love-based curriculum is an educational approach that emphasizes the values of affection, empathy, and exemplary behavior in the learning process, particularly within the context of Islamic education. This approach aims to shape students who are not only cognitively excellent but also possess strong spiritual and social character. Madrasahs, as Islamic educational institutions, play a strategic role in implementing this curriculum. However, in practice, its implementation faces various challenges, from conceptual, cultural, structural, to pedagogical aspects. This study aims to analyze in-depth the challenges of implementing a love-based curriculum in madrasahs and formulate applicable solution strategies. The research employs a qualitative approach with a literature study method, examining various scholarly sources, curriculum documents, and Islamic education literature. Data were analyzed using thematic analysis techniques to identify patterns of challenges and relevant solutions. The study's findings indicate that the main challenges include teachers' limited understanding of the concept, a madrasah culture that still tends to be authoritarian, minimal policy support and professional training, and evaluation methods that emphasize cognitive aspects over character formation. To address these, it is necessary to strengthen teacher competencies, transform madrasah culture towards a more humanistic climate, innovate learning methods based on the value of affection, and reformulate a more holistic evaluation system. With proper implementation, a love-based curriculum has the potential to strengthen character education and form a generation of madrasah graduates who are virtuous, empathetic, and possess integrity.