<![CDATA[This study aims to analyze teachers’ perceptions of the implementation of the Love-Based Curriculum in Arabic language instruction at MIS Mande in Bima City. The study employed a qualitative approach using a case study design to gain an in-depth understanding of teachers’ experiences, interpretations, and practices in applying the values of love to Arabic language instruction. Data were collected through semi-structured interviews, classroom observations, and documentation, with Arabic language teachers and the madrasah principal serving as informants selected through purposive sampling. The data were analyzed thematically through a process of coding, categorization, theme identification, and iterative interpretation. The results revealed three main themes: (1) the Love-Based Curriculum is perceived as a humanistic teaching approach that fosters a comfortable learning environment; (2) the value of love is implemented through positive communication, appreciation, cooperation, care, and respect for differences in students’ abilities; and (3) its implementation still faces challenges in the form of limited practical understanding among teachers, insufficient instructional time, and heterogeneity in students’ abilities. The findings indicate that the success of the Love-Based Curriculum depends not only on curriculum policy but also on teachers’ ability to translate the values of love into pedagogical practice. This study implies the need to strengthen teachers’ competencies, provide contextual learning materials, and ensure ongoing supervision to support the implementation of the Love-Based Curriculum in Arabic language instruction.]]>
