The Implementation of a Love-Based Curriculum Through Habituation and Teacher Role Modeling Strategies at Ra Asy-Syuhada’

Farhallaw  Istiqamatillah; Lestari Noraini  Luki; Aula Amalia  Putri; Emira Layla  Tabina; Esti Arofatul  Jannah; Komariah Danang  Prasetyo

doi:10.54783/ijsoc.v8i4.1753

Farhallaw Istiqamatillah Universitas Islam Negeri Madura, Pamekasan, Indonesia
Lestari Noraini Luki Universitas Islam Negeri Madura, Pamekasan, Indonesia
Aula Amalia Putri Universitas Islam Negeri Madura, Pamekasan, Indonesia
Emira Layla Tabina Universitas Islam Negeri Madura, Pamekasan, Indonesia
Esti Arofatul Jannah Universitas Islam Negeri Madura, Pamekasan, Indonesia
Komariah Danang Prasetyo Universitas Islam Negeri Madura, Pamekasan, Indonesia

DOI: https://doi.org/10.54783/ijsoc.v8i4.1753

Keywords: Love-Based Curriculum, Panca Cinta, Habituation, Teacher Role Modelling, Early Childhood Education.

Abstract

The implementation of a Love-Based Curriculum in early childhood education requires learning strategies that enable children to experience religious and character values through concrete daily activities. This study aims to describe the implementation of a Love-Based Curriculum through habituation and teacher role modelling strategies at RA Asy-Syuhada’. This research employed a qualitative descriptive approach. Data were obtained through an interview with an educator at RA Asy-Syuhada’ concerning the understanding, implementation, supporting factors, obstacles, and assessment of Panca Cinta values. The findings indicate that the Love-Based Curriculum has been integrated into daily learning activities through five main dimensions of love: love for Allah and His Messenger, love for knowledge, love for oneself and others, love for the environment, and love for the homeland. Habituation is implemented through prayer before learning and eating, Duha prayer, Tilawati learning, maintaining cleanliness, arranging personal belongings, sharing learning materials, group activities, respecting friends, and introducing national and regional culture. Teacher role modelling appears through teachers’ efforts to consistently direct children toward respectful, caring, disciplined, independent, and responsible behavior. The implementation contributes to the emergence of discipline, responsibility, independence, affection, respect, cooperation, and solidarity among children. However, the sustainability of the program is strongly influenced by the consistency of teachers and parents, who may function as supporting or inhibiting factors. The study concludes that habituation and teacher role modelling constitute important mechanisms for transforming the values of a Love-Based Curriculum from abstract concepts into children’s everyday behavior.

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