<![CDATA[This research aims to analyze the internalization of Islamic values in the development of a love-based curriculum as an effort to form the character of students who are religious, humanist, and noble in character. The research uses a library research method with a descriptive qualitative approach. Data was obtained through the study of various literature sources in the form of books, scientific journal articles, academic documents, and relevant previous research results. Data analysis is carried out through the process of identification, classification, interpretation, and synthesis of concepts related to the internalization of Islamic values and love-based curriculum. The results of the study show that the internalization of Islamic values is a process of value transformation that includes cognitive, affective, and psychomotor aspects through the stages of value transformation, value transactions, and value transinternalization. The love-based curriculum is in accordance with the Islamic education paradigm which is based on the principle of rahmatan lil 'alamin, by placing compassion, empathy, example, and humanist learning as the foundation of education. The integration of Islamic values in the love-based curriculum is carried out through planning, implementation, and evaluation of learning that is oriented towards strengthening character. The implementation of a love-based curriculum has implications for increasing spiritual awareness, religiosity, social empathy, moderation, and the creation of a harmonious educational environment. Thus, a love-based curriculum can be an alternative to the development of Islamic education that is not only oriented to academic achievement, but also to the formation of students' character holistically.]]>
