Reposisi Nilai Mahabbah dalam Pendidikan Islam

(Studi Analisis terhadap Konsep Kurikulum Berbasis Cinta)

Abstract

This article aims to analyze the repositioning of mahabbah (love) values in Islamic education through the concept of the Love-Based Curriculum (Kurikulum Berbasis Cinta), initiated by the Ministry of Religious Affairs of the Republic of Indonesia. The study is motivated by the dominance of cognitive-oriented educational practices that often neglect students’ affective and spiritual dimensions, resulting in weakened character formation, empathy, and mental well-being. This research employs a qualitative approach using library research methods, examining scholarly literature, educational policies, and relevant studies published between 2020 and 2025. The data were analyzed using content analysis to explore the conceptual framework and practical implications of repositioning mahabbah within the Love-Based Curriculum. The findings indicate that mahabbah is repositioned not merely as an emotional value but as an ontological, epistemological, and axiological foundation of Islamic education. Through the five core pillars of the Love-Based Curriculum love for God, knowledge, humanity, the environment, and the nation Islamic education is directed toward a humanistic-religious paradigm that integrates intellectual, spiritual, and social development. The implementation of this curriculum contributes positively to enhancing students’ intrinsic learning motivation, strengthening religious moderation, and fostering a safe and empathetic learning environment. Nevertheless, several challenges remain, including teachers’ readiness, limited implementation guidelines, and difficulties in assessing affective outcomes. This study concludes that the Love-Based Curriculum represents a strategic effort to restore the essence of Islamic education as a means of forming insān kāmil with humanistic and ethical character.