Implementasi Kurikurum Berbasis Cinta Pada Materi Hadist di PAS Baitu Al-Qur’an Ponorogo

Abstract

This study proposes a conceptual model of love-based hadith learning that integrates teacher role modelling, humanistic interaction, and value internalization to strengthen students' character formation. The Love-Based Curriculum (LBC) is an educational paradigm that emphasizes the internalization of compassion, empathy, respect, and responsibility as the foundation for students' character development. In hadith learning, the implementation of the LBC is essential because the learning process should not only focus on knowledge acquisition but also on the internalization and practice of Islamic values in everyday life. This study aims to analyze the implementation of the Love-Based Curriculum in hadith learning at Pesantren Anak Sholeh Baitul Al-Qur'an Ponorogo, identify teachers' strategies for internalizing the values of love, and examine the supporting and inhibiting factors affecting its implementation. This study employed a qualitative approach using a case study design. Data were collected through participant observation, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. The findings reveal that the implementation of the Love-Based Curriculum is reflected through exemplary behavior (uswah hasanah), humanistic educational communication, contextual explanation of hadith, and the habituation of good manners within the pesantren culture. Its successful implementation is supported by a strong religious culture, harmonious teacher–student relationships, and teachers' pedagogical competence, while the main challenges include the predominance of lecture-based instruction, limited use of digital learning media, and the lack of collaborative learning practices. The study implies that the conceptual model integrating hadith learning, teacher role modeling, humanistic educational interaction, and the internalization of love-based values can serve as a practical framework for developing character-oriented hadith instruction that promotes religiosity, empathy, responsibility, and noble character in Islamic boarding schools and other Islamic educational institutions.