<![CDATA[This study is motivated by the reality of education in madrasahs, which are often fixated on academic achievement and numerical curriculum targets, thereby neglecting the essence of education as a process of humanization. The objective of this study is to construct a comprehensive synthesis regarding the implementation of the Love-Based Curriculum (KBC) in Madrasah Ibtidaiyah (MI) and to analyze it through humanistic theory. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol. Data were collected from the Google Scholar and ResearchGate databases for the years 2025– 2026, from which 12 relevant articles were selected for qualitative analysis using the thematic synthesis method. The results indicate that the KBC consistently incorporates humanistic dimensions that position students as whole subjects—emotionally, spiritually, and intellectually. The value of humanism in KBC is manifested through three main dimensions: the relational dimension (warmth of teacher-student relationships), the emotional dimension (development of empathy and cooperation), and the managerial dimension (student-centered learning). The implementation of KBC has been proven to increase students’ emotional engagement and create a conducive classroom climate. However, the main challenges identified include a lack of adequate teacher training and the unavailability of standardized, effective evaluation instruments. The study’s conclusions affirm that KBC has the potential to strengthen teachers’ competencies in a systematic manner.]]>
