Implementation of the ARKA Method in a Love-Based Curriculum to Strengthen Students' Caring and Collaborative Character through the SETAPAK CINTA Program

Abstract

This study examines the implementation of the ARKA method (Activity, Reflection, Concept, and Application) within the Love-Based Curriculum (Kurikulum Berbasis Cinta) through the SETAPAK CINTA program and explores its role in strengthening students’ caring and collaborative character at MIN 3 Langsa. The study employed a qualitative approach using a case study design. Data were collected through observations of program activities, program documentation, student development monitoring records, and information obtained from individuals involved in the implementation of the program. The data were analyzed through data condensation, data display, and conclusion drawing and verification, while data credibility was enhanced through source and technique triangulation. The findings indicate that the implementation of SETAPAK CINTA reflects the four stages of ARKA. The Activity stage involved direct student participation in public speaking, master of ceremonies practice, speeches, poetry recitation, storytelling, vocal performance, dance, and group-based activities. The Reflection stage was facilitated through feedback, self-evaluation, and opportunities for improvement. The Concept stage focused on reinforcing the values of Love for Self and Others, particularly self-respect, respect for differences, caring, and cooperation. The Application stage was manifested through authentic performances, collaborative activities, and peer tutoring. The findings further indicate a shift from individual confidence toward socially oriented behavior, including helping peers, working collaboratively, respecting differences, and supporting classmates who were still developing their skills. Monitoring data showed that the number of students serving as peer tutors increased from one to eleven. Overall, the findings suggest a developmental process of experiencing, meaning-making, understanding values, and living the values. Therefore, the implementation of ARKA through SETAPAK CINTA demonstrates the potential of experiential self-development programs to support the internalization of Love-Based Curriculum values and to strengthen caring and collaborative character among madrasah students.