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Abstract
This study aims to describe the implementation of the Love-Based Curriculum (KBC) in the Madrasah Diniyah program, analyze the strategies employed by teachers in its application, and examine its impact on students’ religious competence at MTs Muhammadiyah Kemuning. This research uses a descriptive qualitative approach with data collection techniques consisting of observation, interviews, and documentation. Data analysis was conducted through systematic processes of data reduction, data display, and conclusion drawing. The results of the study indicate that the implementation of KBC is carried out through approaches of compassion, role modeling, and consistent habituation of worship practices. Teachers apply several strategies, including building emotional closeness with students, creating an enjoyable learning atmosphere, and providing continuous spiritual reinforcement. The impact of the implementation of KBC can be seen in the improvement of students’ ability to read the Qur’an, mastery of prayer memorization, and the development of more consistent religious behavior. In addition, there is an increase in students’ discipline, responsibility, and social awareness in their daily lives. These findings demonstrate that KBC is effective as a learning approach in strengthening students’ religious competence within the Madrasah Diniyah environment. This study provides practical implications for the development of compassion-based learning models in Islamic education. However, this research is limited to a specific contextual setting; therefore, further studies are needed to test the generalizability of these findings across different contexts and educational levels more comprehensively. Future research is also recommended to employ mixed-methods approaches, thereby strengthening the results, making them quantitatively measurable, and enabling more objective comparisons regarding the effectiveness of KBC implementation in various Islamic educational settings.
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References
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References
Ardiyansyah, D., Billah, A. A., & Kholis, N. (2023). Internalisasi nilai-nilai pendidikan karakter melalui pembelajaran Pendidikan Agama Islam di MI Al-Ihsan Karas Magetan. Islamic Elementary School (IES), 3(2). https://doi.org/10.55380/ies.v3i2.662
Arends, R. I. (2012). Learning to teach (9th ed.). McGraw-Hill.
Arisinah, Renita, Tohariah, Husna, K. A., & Fikriansyah. (2024). Internalisasi nilai-nilai Qur’ani dalam pembelajaran Pendidikan Agama Islam di sekolah dasar. Jurnal Ilmu Tarbiyah.
Azra, A. (2012). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Kencana.
Azzahroh, S., & Enjelia, Q. (2026). Integrasi nilai-nilai Pendidikan Agama Islam dalam pembelajaran: Implikasi terhadap perkembangan holistik siswa sekolah dasar. Jurnal Tarbawi, 17(2). https://doi.org/10.36781/tarbawi.v17i02.1272
Berkowitz, M. W., & Bier, M. C. (2015). What works in character education: A research-driven guide for educators. Journal of Research in Character Education, 11(1), 1–18.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Daulay, H. P. (2018). Pendidikan Islam di Indonesia: Historis dan eksistensinya. Kencana.
Hadi Untung, S., Muddin, M. I., Asnawi, A. R., Sindy, F., & Khasanah, L. (2025). Internalisasi nilai-nilai Islami dalam pendidikan karakter di era disrupsi digital. Jurnal Pendidikan Agama Islam, 4(2).
Helmi, R., Ramdhani, K., & Khulasoh, S. (2025). Upaya guru dalam mempertahankan hafalan Juz 30 melalui metode muraja’ah pada santri Madrasah Diniyah. Darajat: Jurnal Pendidikan Agama Islam, 8(1), 52–63. https://doi.org/10.58518/darajat.v8i1.3590
Lickona, T. (2013). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Maulana, M. R., & Sya’bani, M. A. Y. (2024). Pengaruh intensitas membaca Al-Qur’an terhadap perilaku keagamaan siswa. Iqra: Jurnal Ilmu Kependidikan dan Keislaman, 20(1). https://doi.org/10.56338/iqra.v20i1.6936
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.
Moleong, L. J. (2018). Metodologi penelitian kualitatif (edisi revisi). PT Remaja Rosdakarya.
Mujahid, A., & Madum, M. (2025). Integrasi nilai-nilai Islam dalam pendidikan karakter siswa perspektif Pendidikan Agama Islam. Journal of Islamic Education and Learning. https://doi.org/10.63761/jiel.v5i1.139
Mukhid, A., Hadi, S., Siswanto, Thoha, M., & Usman, J. (2023). The shifting dynamics of Madrasah Diniyah education in Madura: Perspectives on learning models and pesantren quality. TADRIS: Jurnal Pendidikan Islam, 18(1), 21–35. https://doi.org/10.19105/tjpi.v18i1.8448
Muzayaroh, A. (2021). Penguatan pendidikan agama dan karakter dasar di Madrasah Diniyah Ali Maksum Yogyakarta. Millah: Journal of Religious Studies, 20(2), 245–274. https://doi.org/10.20885/millah.vol20.iss2.art3
Nucci, L. P., & Narvaez, D. (2014). Handbook of moral and character education. Routledge.
Nurwahidah, & Jamilah, E. S. (2022). Internalisasi nilai-nilai merdeka belajar dalam pembelajaran Pendidikan Agama Islam. HEUTAGOGIA: Journal of Islamic Education. https://doi.org/10.14421/hjie.2022.21-06
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Charles E. Merrill Publishing Company.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Sugiyono. (2020). Metode penelitian kualitatif, kuantitatif, dan R&D. Alfabeta.
Syarifah. (2023). Analisis kemampuan membaca dan menulis Al-Qur’an pada siswa Madrasah Tsanawiyah. Jurnal Pendidikan Tambusai, 7(2). https://doi.org/10.31004/jptam.v7i2.7557
Wentzel, K. R. (2012). Handbook of research on student engagement. Springer.
Zahroh, A. F., & Asyhari, M. S. (2024). Internalisasi nilai Pendidikan Agama Islam melalui pendidikan karakter. Journal on Education, 6(3). https://doi.org/10.31004/joe.v6i3.5561