<![CDATA[Objective: This study aims to examine the role of educational play equipment (APE) in play-based learning to cultivate Islamic character in early childhood, especially mahabbah to the Prophet Muhammad. This study also provides a practical framework for the application of APE in Islamic PAUD. Theoretical framework: This research is based on the theory of play-based learning and Islamic character education, which views directed play as a means of internalizing values. The conceptual framework used is the flow of "knowledge → affection → action" in the formation of children's religious character. Literature review: Previous studies have shown that learning to play is effective for character development, but APE is generally still positioned as a supporting medium. Studies that specifically associate the type of APE with the growth of love for the Prophet are still limited. Methods: This study used a systematic literature review following the guidelines of PRISMA 2020. Of the 570 articles identified (2010–2025), 12 studies met the criteria and were analyzed through thematic narrative synthesis. Results: The results of the study identified four main mechanisms of APE, namely narrative-dialogical media, guided play, symbolic modeling, and multimodal reinforcement at home. This mechanism is related to the improvement of prosocial behavior, manners, religious attitudes, and children's love for the Prophet. Implications: These findings confirm the importance of APE as the main instrument in Islamic PAUD character education. Educators need to design and evaluate APE in a targeted manner to support the formation of children's Islamic attitudes and behaviors. Novelty: The novelty of this research lies in the placement of APE as the main pedagogical lever in fostering mahabbah to the Prophet. The study also offers a practical model of "knowledge → affection → action" that applies to educators.]]>
