<![CDATA[This study investigates the implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in education at MAN 2 Kota Pekanbaru, responding to the growing need for humanistic, religious, and character-oriented education in madrasahs. The study aims to analyze how KBC is interpreted and integrated into curriculum planning, classroom learning, teacher student relationships, madrasah culture, and educational practices, while identifying supporting and inhibiting factors. A qualitative case study design was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, curriculum coordinator, teachers, and students. Data were analyzed through data condensation, data display, thematic interpretation, and conclusion verification, supported by source and technique triangulation. The findings indicate that KBC functions beyond an administrative curriculum component by encouraging empathy, respect, care, dialogue, tolerance, and humane authority in educational interactions. However, implementation remains uneven because teachers differ in conceptual understanding, pedagogical readiness, and capacity to translate love values into consistent classroom practices. The study concludes that KBC becomes transformative when institutionalized as a pedagogical ethic and madrasah culture. Its contribution lies in extending KBC discourse from curriculum integration toward relational and cultural transformation in Islamic education and sustainable character development among adolescent learners.]]>
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