<![CDATA[Low internalization of character values and increasing learning distractions such as lack of focus, student chatter, and declining discipline have become significant challenges in madrasah learning. To address these issues, MTsN 2 Kota Tangerang developed and implemented the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC), a curriculum that emphasizes values of compassion, empathy, responsibility, and love for God, others, and the environment. These values are integrated into both classroom learning processes and daily school culture. This study aims to describe the process of character formation among seventh-grade students through the implementation of KBC, analyze the pedagogical challenges faced by teachers, and identify strategies for strengthening character through the written curriculum and the hidden curriculum. The research employs a qualitative- descriptive approach through direct classroom and school environment observation, in-depth interviews with curriculum coordinators and seventh-grade teachers, and documentation of learning interactions based on love-oriented values. The data were analyzed thematically to identify patterns of character internalization within students’ learning experiences. The findings show that the implementation of KBC has positive effects on students’ spiritual and social character development. Most students understand the concept of KBC, perceive teachers as role models, and experience improved emotional regulation, empathy, responsibility, and cooperation. Field observations also indicate increased learning motivation, improved discipline in religious practices, and greater care for environmental cleanliness. However, challenges such as lack of focus and verbal distractions remain. To address these issues, teachers apply reflective learning strategies, consistent habituation, peer appreciation, and an affective approach that positions students as the central subjects in the character formation process.]]>
