Implementation of Love-Based Curriculum in Madrasah Ibtidaiyah: Operational Obstacles and Strategic Solutions
DOI:
https://doi.org/10.31004/ijisk.v3i4.1136Keywords:
love-based curriculum, graduate profiles, madrasah ibtidaiyah, primary education, teacher professional developmentAbstract
This study investigates the operational obstacles and formulates strategic solutions for implementing the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) and the eight dimensions of graduate profiles across Madrasah Ibtidaiyah (MI) in Magelang Regency. Utilizing an evaluative descriptive mixed-methods design, data were collected through an interactive pre-test quiz involving 30 primary teachers and a survey distributed to 45 MI teachers, supplemented by qualitative interviews with principals and supervisors. Quantitative findings revealed high baseline theoretical knowledge among teachers, with an average accuracy of 90%. However, empirical survey analysis uncovered a significant operational gap: 86.7% of participants reported an insufficient operational understanding of KBC and its graduate profile dimensions. Major implementation barriers included inadequate structured professional development (77.8%), excessive administrative burdens (82.2%), and low student critical thinking engagement (77.8%). To bridge this policy-practice divide, the study proposes the SMART strategic framework (Spiritual, Mindful, Artistic, Responsive, Tailored) to facilitate continuous Teacher Professional Development and simplify administrative procedures in Islamic primary education settings.
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