<![CDATA[ABSTRACT The implementation of the Love-Based Curriculum (LBC) requires teachers to understand its underlying values and translate them into lesson planning that addresses students’ needs. This study aims to analyze teachers’ perceptions of LBC planning and describe its characteristics in Grade III at MI Amanah Hidayatullah Keerom. The study employed a descriptive qualitative approach with a pedagogical perspective and was conducted from June 10 to 20, 2026. The informants comprised the principal, the Vice Principal for Curriculum, and the Grade III homeroom teacher. Data were collected through interviews, observations, and documentation, then analyzed qualitatively, with trustworthiness examined through source and technique triangulation. The findings indicate that teachers’ perceptions developed through Ministry of Religious Affairs socialization, Teacher Working Group (KKG) activities, internal school communication, discussions, and teaching experiences. Teachers understood LBC as an approach that reinforces compassion, care, empathy, respect, responsibility, and character development rather than replacing the existing curriculum. This understanding was reflected in efforts to integrate these values into learning objectives, activities, and instructional materials. LBC planning demonstrated a realistic orientation through adaptation to students’ conditions, a humanistic orientation through attention to academic development and character, and a futuristic orientation through the cultivation of character for future life. The study concludes that teachers’ understanding provides a foundation for integrating LBC values into contextualized lesson planning that supports character development. ABSTRAK Penerapan Kurikulum Berbasis Cinta (KBC) menuntut pemahaman guru agar nilai-nilai kasih sayang dapat diterjemahkan ke dalam perencanaan pembelajaran sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan menganalisis persepsi guru terhadap perencanaan KBC serta mendeskripsikan karakteristik perencanaannya di kelas III MI Amanah Hidayatullah Keerom. Penelitian menggunakan pendekatan deskriptif kualitatif dengan pendekatan pedagogis dan dilaksanakan pada 10–20 Juni 2026. Informan penelitian meliputi kepala madrasah, Wakil Kepala Madrasah Bidang Kurikulum, dan wali kelas III. Data diperoleh melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis secara kualitatif dengan pemeriksaan keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa persepsi guru berkembang melalui sosialisasi Kementerian Agama, kegiatan Kelompok Kerja Guru (KKG), komunikasi internal madrasah, diskusi, dan pengalaman mengajar. Guru memaknai KBC sebagai penguatan nilai kepedulian, empati, penghargaan, tanggung jawab, dan pembentukan karakter, bukan sebagai pengganti kurikulum yang berlaku. Pemahaman tersebut diwujudkan melalui integrasi nilai cinta dalam tujuan, kegiatan, dan perangkat pembelajaran. Perencanaan KBC memiliki orientasi realistik melalui penyesuaian dengan kondisi peserta didik, humanistik melalui perhatian terhadap perkembangan akademik dan karakter, serta futuralistik melalui pembentukan karakter untuk kehidupan mendatang. Penelitian ini menegaskan bahwa pemahaman guru menjadi landasan dalam mengintegrasikan nilai KBC ke dalam perencanaan pembelajaran yang kontekstual dan berorientasi pada karakter.]]>
