<![CDATA[The Love-Based Curriculum has emerged as an educational policy for madrasahs that places the value of love as a foundation for character development, pedagogical relationships, and humanistic learning. The development of Love-Based Curriculum implementation in 2026, including its reinforcement for Islamic Religious Education teachers, indicates the need to reconsider the orientation of Islamic Religious Education learning so that it does not stop at the acquisition of religious knowledge but extends to the internalization of values in students’ attitudes and behavior. This article aims to analyze the reorientation of Islamic Religious Education through Love-Based Curriculum by examining the relationship between Panca Cinta (Five Loves), the objectives of Islamic Religious Education, the role of teachers, the learning process, and character development. This study employs a qualitative method using a library research approach. Data were obtained from policy documents issued by the Ministry of Religious Affairs, particularly the Love-Based Curriculum Guidelines, madrasah curriculum regulations, official news published by the Ministry of Religious Affairs in 2026, and relevant scholarly journal articles. The data were analyzed using content analysis through the stages of identification, categorization, interpretation, and synthesis. The findings indicate that Love-Based Curriculum can serve as a framework for reorienting Islamic Religious Education through five main directions: strengthening love for Allah and His Messenger, love of knowledge, love for oneself and others, love for the environment, and love for the nation. This reorientation requires learning that is more contextual, dialogical, reflective, and grounded in exemplary practice. Thus, Love-Based Curriculum broadens the orientation of Islamic Religious Education from the transmission of religious knowledge toward the development of individuals who are religious, humanistic, tolerant, caring, and responsible.]]>
