The Role of Teachers in Developing a Berbasis Cinta Curriculum for Islamic Education at MI Ma’arif NU 003 Samarinda

Abstract

This study examines the role of teachers in the development of the Islamic Religious Education curriculum at MI Ma’arif NU 003 Samarinda, particularly in the transition from the Merdeka Curriculum toward a value-based approach known as the Berbasis Cinta Curriculum. The research addresses the need for curriculum innovation that not only emphasizes cognitive achievement but also strengthens students’ character, empathy, and moral responsibility. This study fills the limitation of previous empirical studies concerning teachers as curriculum developers in Nahdlatul Ulama-based madrasahs, particularly in the context of value-oriented Islamic education. A qualitative case study method was employed through interviews, observation, and document analysis focusing on fiqh learning practices. The findings reveal that teachers demonstrate strong teacher agency by interpreting curriculum policies, adapting learning objectives to students’ needs, integrating Ahlussunnah wal Jama’ah values into classroom practices, and designing contextual learning through student-centered strategies and authentic assessment. These practices position teachers not merely as curriculum implementers but as active curriculum makers within the madrasah context. The study concludes that value-based curriculum innovation contributes to strengthening students’ religious character and social awareness while highlighting the importance of contextual and humanistic Islamic education in contemporary madrasah learning.