Analysis of the Implementation of the Love Curriculum Replacing the Independent Curriculum in Madrasah

Chanifudin Chanifudin; Halimatu Sa'diah; Rini Nopita; Suswanto Suswanto

doi:10.51276/edu.v6i3.1323

Authors

Chanifudin Chanifudin IAIN Datuk Laksemana Bengkalis
Halimatu Sa'diah IAIN Datuk Laksemana Bengkalis
Rini Nopita IAIN Datuk Laksemana Bengkalis
Suswanto Suswanto IAIN Datuk Laksemana Bengkalis

DOI:

https://doi.org/10.51276/edu.v6i3.1323

Keywords:

Madrasah , Love Curriculum , Independent Curriculum

Abstract

The Independent Curriculum, implemented nationally since 2022, is viewed as not fully meeting the needs of Islamic education, which prioritizes the development of students’ spiritual, moral, and practical character. In the Madrasah context, a curriculum model is required that more explicitly integrates values of compassion, empathy, and love for God, fellow human beings, and the environment. Responding to this gap, the Ministry of Religious Affairs of the Republic of Indonesia introduced the Love Curriculum as an alternative and corrective initiative to strengthen the value-based dimensions that are considered lacking in the Independent Curriculum.This article aims to analyze the implementation of the Love Curriculum as a substitute for the Independent Curriculum in Madrasah. A descriptive qualitative method was employed, involving interviews, classroom observations, and document analysis in selected educational institutions that have begun adopting the curriculum. The results indicate that the Love Curriculum effectively revitalizes the humanistic and transformative essence of Islamic education and contributes to the development of students’ noble character, social sensitivity, and spiritual awareness. Nonetheless, its implementation faces several challenges, including teacher readiness, the integration of values into lesson plans, and the monitoring of classroom practice. Therefore, continuous professional development and supportive policies are recommended to ensure the Love Curriculum becomes embedded in the learning culture of Madrasah in a consistent and sustainable manner

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Author Biographies

Chanifudin Chanifudin, IAIN Datuk Laksemana Bengkalis

A lecturer in the Master’s Program at the Faculty of Tarbiyah and Teacher Training, specializing in Islamic Religious Education at the State Islamic College of Bengkalis, Riau, Indonesia. His current research focuses on Islamic education, curriculum development, and the modernization of education.

Halimatu Sa'diah, IAIN Datuk Laksemana Bengkalis

A Master’s program student at the Faculty of Tarbiyah and Teacher Training, Islamic Religious Education Study Program, Bengkalis State Islamic College, Riau, Indonesia. Her current research focuses on curriculum and learning innovation in Madrasah.

Rini Nopita, IAIN Datuk Laksemana Bengkalis

A Master’s student at the Faculty of Tarbiyah and Teacher Training, Islamic Religious Education Study Program, IAIN Datuk Laksemana Bengkalis, Riau, Indonesia. His research interests include curriculum development, learning innovation, and Islamic education in Madrasah.

Suswanto Suswanto, IAIN Datuk Laksemana Bengkalis

A Master’s program student at the Faculty of Tarbiyah and Teacher Training, Islamic Religious Education Study Program, Bengkalis State Islamic College, Riau, Indonesia. His current research focuses on curriculum and learning innovation in Madrasah.

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