Love-Based Curriculum Management in Islamic Religious Education: A Strategy for Character and Values Education

Abstract

This study aims to examine how love-based curriculum management functions as a strategic approach to character and values education in Islamic Religious Education (IRE). Recent educational studies indicate a growing gap between the normative goals of religious education and its practical impact on students’ character formation, particularly when curriculum management prioritizes cognitive achievement over moral development. Previous research has discussed character education, values-based learning, and Islamic pedagogy; however, limited attention has been given to integrating love-based values as a core element of curriculum management. This study employed a qualitative case study design conducted at Elementary school. Data were collected through desk review of curriculum documents, classroom observations, and semi-structured interviews with school leaders and IRE teachers, and were analyzed using data reduction, data display, and interpretative analysis. The findings reveal three key results. First, love-based values such as compassion, empathy, and social responsibility were embedded as the core foundation of curriculum management, shaping objectives, learning materials, and school culture. Second, strategic curriculum planning aligned cognitive, affective, and behavioral outcomes, enabling character education to be structurally integrated rather than supplementary. Third, collaborative organizational management among school stakeholders ensured consistency and sustainability in implementing love-based principles. This study contributes to educational management theory by conceptualizing love-based values as a strategic managerial framework rather than a moral add-on. It is recommended that future research expand the scope through multi-site and mixed-method approaches to support broader policy development.