Humanistic Educational Ecosystem: Implementation of the Love-Based Curriculum to Build Harmony at MAN 1 Halmahera Utara

Abstract

This study describes how the Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC) is implemented at MAN 1 Halmahera Utara, analyzes how this implementation contributes to a humanistic educational ecosystem, and identifies the factors that support and inhibit it. A qualitative case study design was used. Data were collected through interviews with eleven informants (the head of the madrasah, two teachers, six Grade XI students, and two parents) and analyzed thematically through data condensation, data display, and conclusion drawing and verification. The findings show that the values of Panca Cinta (the Five Loves) are integrated into learning and everyday interaction as an approach rather than a replacement for the existing curriculum, visible in teachers’ warmth and role modelling, attention to students, and space to ask questions and express opinions. Informants generally described a safe, comfortable, and respectful learning environment in which disagreements are settled through dialogue, apology, and deliberation. Supporting factors include leadership concern, teacher role modelling, cooperation among students, open communication, and parental involvement, whereas inhibiting factors include teasing, spreading untrue stories, individualistic attitudes, selective friendship, and the influence of the social environment and social media. Because the data come from interviews only, the findings reflect informants’ reported experiences and are not evidence of causal effects. Strengthening the consistency of madrasah culture and cooperation with families and the community is needed to sustain these values.