<![CDATA[This study examines the implementation of the Independent Curriculum in developing a peace-loving character among young children at TK IT Nurul Ilmi. The curriculum provides flexibility for educational institutions to implement child-centered learning and integrate character values into meaningful activities. This study aims to describe curriculum planning and implementation, identify its impact on children’s peace-loving character, and analyze supporting and inhibiting factors. A descriptive qualitative approach was employed, involving the principal, teachers, and students as research subjects. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, presentation, and conclusion drawing. Data validity was established through source and technique triangulation. The findings indicate that curriculum implementation was planned through child-centered learning, play-based activities, habituation, teacher role modeling, and character-strengthening projects. These practices positively contributed to children’s peace-loving character, reflected in increased mutual respect, cooperation, tolerance, empathy, appropriate conflict resolution, and care for friends. Supporting factors included teacher competence, principal support, parental involvement, and adequate facilities and infrastructure. However, implementation faced several obstacles, including differences in children’s characteristics, limited parental understanding of the Independent Curriculum, and insufficient time for learning activities. The study highlights the importance of collaboration among schools, teachers, and parents in strengthening character education during early childhood. Overall, the Independent Curriculum can support the development of a peace-loving character when learning activities consistently promote positive relationships, empathy, tolerance, and peaceful conflict resolution in children’s daily interactions.]]>
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