Love-Based Curriculum Implementation, Teacher Role Modeling, and Islamic Prosocial Behavior: Evidence from Madrasah Students in West Java
DOI:
https://doi.org/10.71238/jieccd.v1i01.211Keywords:
Compassion-Based Curriculum; Teacher Role Modeling; Islamic Character Education; Madrasah Students; Islamic Prosocial BehaviorAbstract
This study examines the relationship between compassion-based curriculum implementation, teacher role modeling, and Islamic prosocial behavior among madrasah students in West Java, Indonesia. Employing a quantitative explanatory approach with a cross-sectional survey design, data were collected from 85 students using a structured questionnaire with a five-point Likert scale and analyzed through multiple linear regression using IBM SPSS Statistics version 25. The findings reveal that compassion-based curriculum implementation has a positive and statistically significant association with Islamic prosocial behavior. Teacher role modeling also demonstrates a significant positive association. Simultaneously, both variables significantly explain variations in Islamic prosocial behavior, with an R² value of 0.295, indicating that the model accounts for 29.5% of the observed variation. Compassion-based curriculum implementation exhibits a stronger standardized association than teacher role modeling. These findings highlight the complementary roles of compassion-oriented instructional practices and teachers' exemplary conduct in Islamic character education. The study contributes to the integration of social-emotional learning and social learning theory within madrasah education and emphasizes the importance of embedding compassion-related values into educational practices while promoting consistent ethical role modeling to support students' prosocial development.
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