<![CDATA[This study responds to the challenge faced by boarding madrasahs in maintaining discipline and religious habituation without relying on rigid or punitive educational relationships. It examines the implementation of Indonesia’s Curriculum of Love and its perceived implications for the humanistic character formation of female students at MTs Al Ukhuwah 6 Sukoharjo. A qualitative case-study design was employed. Data were drawn from in-depth interviews with 11 informants—one madrasah principal, four teachers or boarding mentors, and six female students—together with participant observation conducted during August 2026 and curriculum documentation. The data were analyzed using Miles and Huberman’s interactive model of data reduction, data display, and conclusion drawing, while source and method triangulation were used to strengthen credibility. The findings indicate three recurring forms of practice: joyful learning, educator role modelling (uswah hasanah), and the cultivation of a student-friendly boarding environment. Informants associated these practices with greater self-awareness, responsibility, openness toward mentors, learning comfort, and discipline grounded more in personal awareness than fear of sanctions. Mediation and persuasive communication were also used to address interpersonal conflict. Because this is a single-site qualitative case study without pre-post measurement, the findings are interpreted as contextual implications rather than causal effects. The study highlights the value of integrating compassion, role modelling, and pastoral care in character education within boarding madrasahs. Keywords: boarding madrasah environment; joyful learning; positive discipline; student well-being; uswah hasanah.]]>
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