Penerapan Love-Based Curriculum Sebagai Pendekatan Pendidikan Holistik di Madrasah Aliyah Darussalam

Abstract

This study examines the implementation of the Love-Based Curriculum as a holistic educational approach at Madrasah Aliyah Darussalam. The love-based curriculum is an educational paradigm that places compassion, empathy, and the emotional relationship between educators and students as the primary foundation of the learning process. This qualitative descriptive case study collected data through direct observation, in-depth interviews, and documentation. Field findings reveal several concrete challenges: limited human resources among teaching staff, low teacher participation in professional development training scheduled during school holidays, and the phenomenon of students sleeping in class as an expression of learning fatigue. A critical finding is that a significant number of students attend this madrasah not by their own volition, but due to parental pressure to have their children reside in the Islamic boarding school (pesantren), leading to a sense of compulsion that results in poor adaptation and diminished learning motivation. Based on these findings, this study affirms that a humanistic approach grounded in the Love-Based Curriculum is both an appropriate and urgent response, ensuring every student—including those who attend under compulsion—feels respected, valued, and loved within the madrasah environment. The study concludes that consistent implementation of the Love-Based Curriculum can transform compulsion into acceptance, and learning fatigue into genuine enthusiasm.