<![CDATA[Madrasah Ibtidaiyah (MI) education is required not only to develop academic competence, but also to form students' character, emotional intelligence, spirituality, and social concern holistically. In this context, the Love-Based Curriculum (KBC) offers an educational paradigm that places compassion and humanity as the foundation of learning, but the operationalization of compassion values in curriculum practice has not been widely studied. This study aims to analyze the integration of compassionate values into KBC and its contribution to strengthening holistic education in MI. The research uses a qualitative approach with a case study design. Data was obtained through semi-structured interviews, observations, and document analysis, then analyzed interactively through data condensation, data presentation, conclusion drawn, and verification by triangulating sources and techniques. The results of the study show that compassion is integrated through learning objectives, teacher example, humanist pedagogical interaction, collaborative learning, habituation, and madrasah culture. The integration strengthens empathy, care, appreciation for differences, social responsibility, and the moral and emotional development of students. However, its implementation still faces limitations in the operationalization of indicators and compassionate value assessments. Research concludes that compassion can serve as a bridging value that connects the spiritual, moral, social, emotional, and intellectual dimensions in holistic education. The contribution of the research lies in the conceptual and practical reinforcement that KBC needs to be understood as a pedagogical cultural transformation, not just a change in curriculum documents.]]>
