HUMANIZING EDUCATION THROUGH CLASSROOM GUIDANCE SERVICES WITHIN THE FRAMEWORK OF THE LOVE-BASED CURRICULUM

Abstract

This article examines the idea of humanizing education through classroom guidance services within the framework of a Love-Based Curriculum. The discussion arises from the long-term national agenda of strengthening Indonesia’s human resources toward the vision of Indonesia Emas 2045, which highlights not only academic excellence but also character formation and social maturity. In many schools, learning practices still prioritize cognitive achievement, while students’ personal growth, empathy, and relational awareness receive less systematic attention. This study employs a library research approach, drawing on literature related to dialogical pedagogy, humanistic education, and comprehensive school counseling models. The analysis indicates that classroom guidance can serve as a meaningful space for dialogue, reflection, and personal development when it is designed based on students’ actual needs and implemented through participatory methods. Within the framework of a Love-Based Curriculum, guidance activities are grounded in values such as respect, compassion, and responsibility. In this way, classroom guidance moves beyond the delivery of developmental content and becomes a space for nurturing self-awareness and social responsibility. Such an approach contributes to character education and supports broader efforts to develop humane and responsible citizens in line with national development goals.