Implementation of Love-Based Curriculum through Deep and Differentiated Learning in Islamic Elementary Schools

This study aimed to describe the implementation of the Love-Based Curriculum (LBC) through deep learning and differentiated learning in Islamic elementary schools (Madrasah Ibtidaiyah) in Palangka Raya City. The study employed a qualitative approach with a field research design. The research sites included MIN 1 Kota Palangka Raya, MIN 3 Kota Palangka Raya, MIN 5 Kota Palangka Raya, MIS Nahdlatul Ulama (NU), and MIS Al Jihad. Data were collected through observations, in-depth interviews, and document analysis. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, which consisted of data condensation, data display, and conclusion drawing. The findings revealed that the implementation of the Love-Based Curriculum was carried out through the planning of cocurricular programs based on the Five Dimensions of Love (Panca Cinta) and the integration of love values into teaching modules. The curriculum was implemented through religious habituation, the promotion of love for knowledge, environmental awareness, self-love and social care, as well as love for the nation and country. The evaluation of the curriculum was primarily conducted through observations of students’ attitudes and skills. This study proposes a Love-Based Curriculum implementation model that integrates school planning, deep learning, differentiated learning, evaluation, and follow-up actions. The findings suggest that the Love-Based Curriculum has the potential to serve as a relevant character education model for twenty-first-century Islamic elementary education.