INTERNALISASI KURIKULUM BERBASIS CINTA DALAM MEMBANGUN SCHOOL BELONGING PESERTA DIDIK MADRASAH TSANAWIYAH

Abstract

This study aims to conduct an in-depth analysis of the process of internalizing the Love-Based Curriculum (KBC) in fostering a sense of school belonging among students at MTs Negeri 1 Wonosobo. This study employs a qualitative approach using a case study design. Primary data were obtained through in-depth interviews with the Madrasah Principal, the Vice Principal for Curriculum, and subject teachers. Supporting data were collected through a review of internal evaluation documents, including service questionnaires, as well as a descriptive analysis of the questionnaires (36 student respondents). The results of the study indicate that the internalization of KBC values (love for Allah, knowledge, fellow human beings, the environment, and the homeland) is systematically operationalized through the alignment of external guidance (dhohir) and internal strengthening (bathiniyah). External guidance is realized through the integration of the value of love into the Lesson Plan (RPP), the morning student welcome policy, the mentor support program, the Child-Friendly School (SRA) initiative, and the implementation of an educational, point-based discipline system. Meanwhile, spiritual guidance is fostered through regular worship practices (Dhuha and Zuhur prayers in congregation) as well as weekly mujahadah sessions led by teachers to pray for the students. This integration has significantly succeeded in fostering students’ sense of belonging to the school (feeling accepted, valued, and safe). Empirical data confirms a high level of attachment, with 100% of students consistently maintaining the cleanliness of the madrasah environment (supporting its status as a national Adiwiyata Mandiri recipient) and 75% of students reporting very good interpersonal relationships with their teachers. Nevertheless, this study identified real challenges: 9% of students still feel unsafe at school, and 55.56% of students exhibit a neutral attitude toward the aspect of self-mattering. As a solution, the madrasah has optimized the Class Care Forum to support introverted students and organizes an annual parenting program to ensure consistency in children’s character development at home. Theoretically, this study formulates the “Love-Based School Belonging” model, which asserts that the integration of spiritual-transcendental reinforcement and affective teacher relationships serves as a key accelerator in creating a safe, humanistic, and inclusive madrasah ecosystem.