ANALISIS SOSIOLOGIS TENTANG KURIKULUM BERBASIS CINTA

Abstract

The development of education amid increasingly multicultural, digital, and dynamic societies requires a learning paradigm that emphasizes not only cognitive achievement but also character building, empathy, and humanitarian values. This study aims to analyze the development of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) from the perspective of the sociology of education, focusing on its concepts, theoretical foundations, and relevance in addressing various social issues within educational settings. This study employed a qualitative approach using a library research method. Data were collected through documentation studies of relevant books, scientific journals, and academic publications and analyzed using content analysis techniques. The findings reveal that the Love-Based Curriculum represents a philosophical and pedagogical framework that places love, compassion, religious moderation, and respect for diversity at the core of the educational process. From a sociological perspective, the curriculum has the potential to strengthen social cohesion, foster an inclusive school culture, and promote students' character development through humanistic pedagogical relationships. Nevertheless, its implementation still faces several challenges, including conceptual misunderstandings, limited teacher training, and inadequate evaluation systems. Therefore, the successful implementation of the Love-Based Curriculum requires sustainable policy support, improved teacher competence, and strong commitment from all educational stakeholders to ensure that the values of love are translated into humanistic, inclusive, and transformative educational practices.