Raudhatul Athfal Teachers’ Perceptions of a Love Based Curriculum in Bengkulu
DOI:
https://doi-reg.org/10.87653/jpip.v19i2.89221Abstract
Curriculum change depends partly on how teachers interpret its purposes and translate them into classroom practice. This study examines Raudhatul Athfal teachers’ perceptions of a love-based curriculum in Bengkulu, focusing on understanding, acceptance, and implementation readiness. A qualitative descriptive design combined semi-structured interviews, observation, and documentation. Sites were selected through a staged lottery across three districts; the findings draw on educator accounts from eight Raudhatul Athfal. Data were analysed through reduction, display, and verification, with source and technique triangulation. Teachers generally valued compassion, empathy, emotional safety, and character formation, but differed in how they understood the curriculum’s relationship with Kurikulum Merdeka. Some perceived a useful reinforcement of existing practice, while others questioned the need for change. Limited and uneven training, administrative demands, facilities, and parental expectations constrained readiness. The study contributes an account of the gap between agreement with curricular values and confidence in implementation. The findings support staged, practice-oriented professional learning and clarification of curricular integration, while not establishing the curriculum’s effects on children.
Keywords: Perception; Curriculum; Compassion; Readiness; Raudhatul Athfal
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