Implementation of Intellectual, Emotional, and Spiritual Quotient-Based Learning in the Love-Based Curriculum at Madrasah Tsanawiyah Negeri 1 Rokan Hilir

Abdul Hadi; Mas’ud  Zein; Khairil Anwar

doi:10.32806/jf.v15i03.2308

Authors

Abdul Hadi Institut Agama Islam Rokan, Riau, Indonesia
Mas’ud Zein Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Khairil Anwar Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia

DOI:

https://doi.org/10.32806/jf.v15i03.2308

Keywords:

love-based curriculum; IESQ; emotional intelligence; spiritual intelligence; Islamic character education;

Abstract

This study examines how Intellectual, Emotional, and Spiritual Quotient (IESQ)-based learning is implemented within the love-based curriculum (Kurikulum Berbasis Cinta, KBC) at Madrasah Tsanawiyah Negeri 1 Rokan Hilir, the first junior-secondary madrasah in its district to couple KBC with an explicit IESQ instructional framework. Prior KBC research has concentrated on senior-secondary and boarding-school settings and has not documented how a love-based curriculum is coupled with a structured IQ–EQ–SQ design at the junior-secondary level, where emotional self-regulation and spiritual reasoning are still forming. Using a qualitative single-site case study, data were gathered through in-depth interviews with seven purposively selected informants the Head of Madrasah, three teachers, and three students (one per grade level) together with non-participant classroom observation and document review, and analysed with the Miles and Huberman interactive model; credibility was established through source and method triangulation and member checking. The findings show that IESQ-based learning is operationalised systematically rather than incidentally across three stages: integrated planning (objectives, materials, methods, media, and evaluation each mapped to IQ, EQ, and SQ), active and reflective classroom practice (discussion and problem-solving for IQ, cooperation and emotion management for EQ, prayer and reflection for SQ), and authentic, multi-instrument evaluation. Implementation is supported by leadership commitment, teacher competence, and a religious–humanist school culture, and constrained by uneven teacher understanding of IESQ, limited time and administrative load, and unsupportive family or digital environments. The study contributes a stage-specific, classroom-level operationalisation of IESQ within KBC at the junior-secondary level and offers madrasahs a transferable template for cultivating learners who are intellectually capable, emotionally mature, and spiritually grounded

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