<![CDATA[The implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Islamic Elementary Schools (Madrasah Ibtidaiyah/MI) requires teachers to move beyond knowledge transmission toward relational, ethical, and character-oriented pedagogy. This article examines the role of teachers in translating KBC principles into learning practices that nurture students’ religious and caring character. A qualitative library research design was employed through systematic reading and thematic synthesis of the 2025 KBC policy guidance and recent scholarly studies on KBC, character education, teacher–student relationships, caring pedagogy, and social-emotional learning. The synthesis indicates that teachers function as value models, curriculum interpreters, designers of compassionate learning, facilitators of reflective religious practice, managers of inclusive classroom relationships, and partners with families and school communities. Religious character is strengthened through consistent example, habituation, meaningful worship, moral dialogue, and reflection, while caring character grows through empathy, cooperation, respectful communication, service, and responsible action toward others and the environment. The literature also shows that teacher capacity, school culture, assessment alignment, parental expectations, and sustained professional development determine whether KBC becomes a lived educational culture rather than a symbolic curriculum label. The article concludes that teachers are the central mediating actors in KBC implementation and that successful implementation requires coherence between teacher modeling, classroom practice, assessment, school culture, and family engagement.]]>
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