<![CDATA[This study investigates how pedagogical relationships operationalize the values of Kurikulum Berbasis Cinta in madrasah religious education and how these relational practices are associated with deep learning at MAS Miftahussalam Medan. A qualitative single-case design was employed, with fieldwork conducted from December 2025 to January 2026. Data were generated through semi-structured interviews with one vice principal for curriculum, three religious education teachers, and six students from Grades X, XI, and XII, supported by classroom observations and document analysis. Data analysis involved condensation, deductive and inductive coding, cross-source thematic comparison, and iterative verification. The findings show that Kurikulum Berbasis Cinta functioned as a value orientation embedded in institutional policy, instructional planning, madrasah culture, and classroom interaction. Teachers enacted their values through empathic communication, dialogic guidance, role modeling, respect for student dignity, and educative discipline. These relational practices were associated with emotional safety, which enabled students to ask questions, reconsider inaccurate answers, exchange viewpoints, reflect on religious values, and connect lesson content with everyday experiences. Leadership commitment, institutional culture, and teacher–student trust supported implementation, whereas limited instructional time, differences in students’ reflective abilities, and uneven teacher readiness constrained its depth and consistency. The study proposes a relational framework in which pedagogical relationships serve as an operational pathway connecting the values of Kurikulum Berbasis Cinta with reflective, contextual, and meaningful learning in madrasah religious education.]]>
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