<![CDATA[ This study aims to describe the implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Aqidah Akhlak (Islamic creed and ethics) instruction at Madrasah Aliyah Negeri (MAN) 1 Banggai, as well as to identify supporting factors, inhibiting factors, and its impact on student character formation. The study is motivated by phenomena such as moral degradation, intolerance, and violence within educational settings, which indicate that educational approaches emphasizing only cognitive aspects have failed to fully shape students' character. A descriptive qualitative method was employed, utilizing data collection techniques such as observation, structured interviews, and document analysis. The results show that the implementation of the Love-Based Curriculum at MAN 1 Banggai has proceeded systematically through the internalization of five key pillars love for God and the Prophet, love for knowledge, love for the environment, love for fellow human beings, and love for the homeland. These pillars are integrated into learning objectives, content, and activities using methods such as discussions, inspirational stories, case studies, self-reflection, and role modeling. Supporting factors include a conducive school environment, teacher role modeling, and support from the school principal and educational staff; conversely, inhibiting factors include the diversity of student characteristics, limited human resources, a lack of professional training, and a heavy curriculum workload. The impact of the KBC implementation is evident in increased empathy, social concern, the confidence to express opinions, and respect for teachers and parents, alongside a more inclusive classroom atmosphere and a shift in teacher-student relations toward an educational partnership. The study concludes that the Love-Based Curriculum is effective in fostering a generation that is intellectually intelligent, emotionally mature, and spiritually strong, and it recommends strengthening teacher training, securing school policy support, and developing practical modules from the Ministry of Religious Affairs. ]]>
