The Implementation of a Love-Based Curriculum Through an Experiential Learning Approach in Arabic Language Instruction at Madrasah Aliyah Negeri 2 Agam

Abstract

The Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) is a policy of Indonesia's Ministry of Religious Affairs that emphasizes the internalization of compassion, empathy, and spirituality as the foundation of learning in madrasah (Directorate General of Islamic Education, 2025). This study aims to describe the implementation of KBC through an experiential learning approach in Arabic language instruction at Madrasah Aliyah Negeri 2 Agam, covering the planning, implementation, and evaluation stages. A qualitative case study design was employed (Yin, 2018), with data collected through classroom observation, semi-structured interviews with teachers and students, and documentation of lesson plans, analyzed using the interactive model of Miles and Huberman (1994). Kolb's (1984) experiential learning cycle   concrete experience, reflective observation, abstract conceptualization, and active experimentation   served as the analytical framework, reinforced by Noddings' (1984) ethics of care and Ki Hadjar Dewantara's (2013) among system, to map how love-based values were integrated at each stage of the learning process. Findings from the literature and comparable good practices indicate that integrating KBC with experiential learning has the potential to increase learning motivation and students' emotional attachment to Arabic (Habibi & Supriyadi, 2022; Rahmadani & Setiyawan, 2026), as well as foster religious-humanistic character, although implementation continues to face challenges related to teacher readiness, limited instructional time, and a shortage of supporting learning media. The study recommends strengthening teacher training, developing value-based teaching modules, and establishing a professional learning community for Arabic teachers to sustain the implementation of the Love-Based Curriculum in madrasah settings.