<![CDATA[This study investigates the implementation of a humanistic approach grounded in the Love-Based Curriculum (Kurikulum Cinta) to enhance the student engagement of children of Indonesian Migrant Workers (PMI) at Pondok Pesantren An-Nahdloh, Tanjung Sepat, Malaysia. A desciptive qualitative approach with a case study design was employed, focusing on the social context of migrant children’s education. Participants were purposively selected and included the pesantren leader, teachers (ustaz/ustazah), PMI students, and community support actors. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive thematic procedure involving data reduction, data display, and verification. The findings show that the Love-Based Curriculum is implemented primarily through everyday relational practices, such as warm, empathetic, and non-repressive teacher-student interactions, supportive mentoring, and contextualized and reflective learning. These practices contribute to strengthening behavioral engagement (attendance, participation, discipline), emotional engagement (sense of safety, belonging, and closeness to teachers), and cognitive engagement (questioning, persistence, and learning strategies), with the strongest effects observed in the emotional and behavioral dimensions. This study also situates the Love-Based Curriculum in a diaspora context, extending the literature on student engagement and humanistic education. The findings suggest that diaspora pesantren function not only as educational institutions but also as spaces of social protection and psychosocial recovery for migrant children.]]>
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