<![CDATA[The implementation of the Independent Curriculum requires teachers to be able to independently formulate Learning Outcomes (CP) and Learning Objective Flow (ATP). MTs Hasanuddin Pare, as a school with the characteristic of "Love-Based Curriculum," faces challenges in integrating the values of love, compassion, and role-modeling into Islamic Religious Education (PAI) learning tools. Based on preliminary observations, 70% of PAI teachers still had difficulties in developing CP-ATP that went beyond administrative requirements. This community service aimed to improve the competence of 5 PAI teachers through workshops, Focus Group Discussions (FGD), and clinical mentoring over a period of 3 months. The evaluation method used pre-test, post-test, and product assessment rubrics. The results showed significant improvement: understanding of CP increased by 53%, ATP development skills increased by 54%, and the ability to integrate love-based values increased by 53%. The output of this activity was a 120-page book titled "Examples of CP-ATP for PAI Based on Love." Supporting factors included the principal’s commitment, while the main obstacle was teachers’ limited time. It is concluded that intensive mentoring is effective in enhancing teachers’ competence. The recommendations are the establishment of a teacher learning community and the sustainability of the program ]]>
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