Meirita Sari

The Role of Teachers in Implementing the Love-Based Curriculum (KBC) to Shape the Religious and Caring Character of Islamic Elementary School (MI) Students

The implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Islamic Elementary Schools (Madrasah Ibtidaiyah/MI) requires teachers to move beyond knowledge transmission toward relational, ethical, and character-oriented pedagogy. This article examines the role of teachers in translating KBC principles into learning practices that nurture students’ religious and caring character. A qualitative library research design was employed through systematic reading and thematic synthesis of the 2025 KBC policy guidance and recent scholarly studies on KBC, character education, teacher–student relationships, caring pedagogy, and social-emotional learning. The synthesis indicates that teachers function as value models, curriculum interpreters, designers of compassionate learning, facilitators of reflective religious practice, managers of inclusive classroom relationships, and partners with families and school communities. Religious character is strengthened through consistent example, habituation, meaningful worship, moral dialogue, and reflection, while caring character grows through empathy, cooperation, respectful communication, service, and responsible action toward others and the environment. The literature also shows that teacher capacity, school culture, assessment alignment, parental expectations, and sustained professional development determine whether KBC becomes a lived educational culture rather than a symbolic curriculum label. The article concludes that teachers are the central mediating actors in KBC implementation and that successful implementation requires coherence between teacher modeling, classroom practice, assessment, school culture, and family engagement.

Teacher Strategies In Managing Reading Learning For Slow Learner Students In Inclusive Elementary School Classes

Teacher Strategies for Managing Reading Instruction for Slow Learners in Inclusive Elementary School Classrooms

This study aims to describe the strategies employed by teachers to manage reading instruction for slow-learning students in inclusive elementary school classrooms. A qualitative, descriptive research approach was adopted. The study was conducted at SD Alam Mahira in Bengkulu City, involving the principal, a fourth-grade teacher, a shadow teacher, and slow-learning students as subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldaña, which encompasses data condensation, data display, and conclusion drawing and verification. Data validity was ensured through technique and source triangulation. The findings indicate that the teachers' strategies for managing reading instruction involved a series of interconnected stages: identifying students' initial abilities; formulating adaptive lesson plans; conducting instruction using the phonics method; utilizing concrete and visual learning media; implementing inclusive classroom management; providing individual support; fostering collaboration with shadow teachers; and carrying out continuous learning evaluations. These strategies enabled reading instruction to be tailored to the characteristics and learning needs of slow-learning students, thereby allowing them to participate actively alongside regular students. The study demonstrates that the success of reading instruction in inclusive classrooms depends on the teacher's ability to integrate various instructional strategies in an adaptive manner that centers on the students' needs.