Improving Teacher Competence in Developing Love-Based Curriculum Teaching Tools through Artificial Intelligence-Assisted KKG at MIN 2 North Halmahera

Authors

  • Adiyana Adam Institut Agama Islam Negeri Ternate, Maluku Utara, Indonesia
  • Rosdiana Im Institut Agama Islam Negeri Ternate, Maluku Utara, Indonesia
  • Kartini Limatahu Institut Agama Islam Negeri Ternate, Maluku Utara, Indonesia
  • Irma Sapsuha Sekolah Tinggi Agama Islam Babussalam Sula, Maluku Utara, Indonesia
  • Azis Los'en Sekolah Tinggi Agama Islam Babussalam Sula, Maluku Utara, Indonesia
  • Erina Junaedi Sekolah Tinggi Agama Islam Babussalam Sula, Maluku Utara, Indonesia
  • Kamarun M Sebe Institut Agama Islam Negeri Ternate, Maluku Utara, Indonesia

DOI:

https://doi.org/10.59535/sehati.v4i1.640

Keywords:

Love-Based Curriculum, Teacher Working Group, Artificial Intelligence

Abstract

This study aims to analyze the improvement of teachers' competence in developing teaching materials for the Love-Based Curriculum through the activities of the Teacher Working Group assisted by Artificial Intelligence at MIN 2 North Halmahera. The study used a Classroom Action Research approach with a two-cycle design that includes the stages of planning, action implementation, observation, and reflection. Cycle I was positioned as a discovery mission to identify teachers' initial understanding and challenges in implementing the Love-Based Curriculum, while Cycle II functioned as an action change designed based on the results of the previous cycle's reflection. Data collection techniques included observation, interviews, and document analysis of teachers' teaching materials. Data were analyzed qualitatively through the processes of reduction, presentation, and drawing conclusions. The results showed that the activities of the Teacher Working Group assisted by Artificial Intelligence were able to significantly improve teachers' pedagogical competence. This improvement was evident in the shift in the practice of preparing teaching materials from administrative and declarative to a more operational, reflective learning design, and oriented towards the internalization of human values. Teachers demonstrated better abilities in integrating learning objectives, reflective activities, and holistic assessments in accordance with the principles of the Love-Based Curriculum. In addition, Artificial Intelligence was utilized more critically as a cognitive partner in learning planning. This study concludes that the synergy between the Love-Based Curriculum value framework, the teacher professional community, and the use of artificial intelligence technology plays a crucial role in teacher professional development in madrasah.

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Published

2026-02-05

How to Cite

[1]
Adiyana Adam, “Improving Teacher Competence in Developing Love-Based Curriculum Teaching Tools through Artificial Intelligence-Assisted KKG at MIN 2 North Halmahera”, Soc. Econ. Hum. Aspects Town. Ind., vol. 4, no. 1, pp. 44–55, Feb. 2026.

Issue

Vol. 4 No. 1 (2026): Socio-Economic and Humanistic Aspects for Township and Industry

Section

Original Article

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Copyright (c) 2026 Adiyana Adam, Rosdiana Im, Kartini Limatahu, Irma Sapsuha, Azis Los'en, Erina Junaedi, Kamarun M Sebe

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