An Analysis of the Difficulties Experienced by Islamic Religious Education Teachers in Implementing the Love-Based Curriculum at Al-Masruriyah Private Islamic Senior High School, Medan

Abstract

     This study aims to analyze the difficulties experienced by Islamic Religious Education teachers in implementing the Love-Based Curriculum at Al-Masruriyah Private Islamic Senior High School, Medan City. This study employed a qualitative method using field research and a descriptive qualitative approach. The research was conducted at Al-Masruriyah Private Islamic Senior High School, Medan City. The data sources consisted of primary and secondary data. Primary data were obtained from Islamic Religious Education teachers, the head of the madrasah, the vice principal for curriculum affairs, and students. Meanwhile, secondary data were obtained from curriculum documents, instructional materials, teaching modules, madrasah archives, and other supporting documents. Data were collected through observation, in-depth interviews, and documentation studies. The data were analyzed through the stages of data condensation, data display, and conclusion drawing. The findings indicate that Islamic Religious Education teachers at Al-Masruriyah Private Islamic Senior High School, Medan City, understand the Love-Based Curriculum as a learning approach that emphasizes affection, exemplary conduct, care, tolerance, and the development of students’ moral character. However, their understanding of the technical aspects of classroom implementation remains uneven. The teachers’ difficulties include preparing instructional materials, selecting humanistic teaching methods, integrating the values of love into learning content, and assessing students’ attitudes and religious internalization. The contributing factors include limited training, inadequate mentoring, time constraints, and the diversity of students’ characteristics.