Implementation of the Love-Based Curriculum in Learning Activities: A Case Study at RA Miftahul Ulum

Abstract

This study aims to analyze the implementation of the Love-Based Curriculum in learning activities at RA Miftahul Ulum. It examines educators' understanding of the curriculum, its implementation in planning, teaching, and assessment, as well as the supporting and inhibiting factors affecting its implementation. This study employed a qualitative case study approach. Data were collected through classroom observations, in-depth interviews, and document analysis involving the Raudhatul Athfal supervisor, teachers, the school committee chairperson, and the principal's colleague. Data were analyzed using the Miles and Huberman interactive model, while trustworthiness was ensured through source, technique, and time triangulation. The findings indicate that the successful implementation of the Love-Based Curriculum at RA Miftahul Ulum is closely related to teachers' understanding of its philosophical foundations and their ability to integrate the five Pillars of Love into instructional planning, classroom practices, and authentic assessment. This study contributes empirical evidence on how the Love-Based Curriculum can be operationalized in an Islamic early childhood education setting and provides practical insights for strengthening compassion-based educational practices and character-oriented early childhood.