Participatory-Educational Training for the Internalization of the Five Loves in a Love-Based Curriculum at Madrasahs

Abstract

The Love-Based Curriculum (KBC) is an educational policy that emphasizes strengthening students' character through the internalization of values related to humanity, spirituality, nationalism, and social-emotional awareness. One of the challenges in implementing the KBC in madrasahs is the limited understanding and readiness of teachers to integrate the Five Loves into the learning process. This community service activity aims to internalize the Five Loves: love for Allah and His Messenger, love for knowledge, love for oneself and fellow human beings, love for the environment, and love for the homeland, through teacher training in the implementation of the Love-Based Curriculum. Activity methods included an overview of the KBC concept, reflective discussions, guidance on developing KBC-based teaching modules, and practical integration of the Five Loves values into intracurricular, co-curricular, and madrasah cultural learning. The participants in the activity were 15 madrasah teachers who attended the KBC implementation workshop. The results of the activity showed that 10 of the 15 participating teachers (66.7%) reached a high level of understanding of the essence of KBC, with a mean rubric score of 83.6% for teachers' ability to design teaching modules that integrate the values of Panca Cinta, and a mean rubric score of 91.3% for collective awareness of the need to create a humanistic, safe, and inclusive learning environment. These findings indicate that the training contributed to improving teachers' understanding and their ability to develop Panca Cinta-based teaching modules as an indicator of readiness to implement the Love-Based Curriculum in the context of madrasahs.