<![CDATA[This study examines how maqashid syariah is integrated as a teleological criterion in the design and enactment of two akhlak materials social-media ethics and gender-interaction ethics (khalwat–ikhtilat) within the new Kurikulum Berbasis Cinta (KBC) at MTs Negeri Bangkalan. Using a qualitative case study, data were gathered through classroom observation, an interview with the Akidah Akhlak teacher, and interviews with ten eighth-grade students (five classes, one boy and one girl each), alongside document analysis of the lesson plans. Analysis proceeded thematically across three curriculum layers intended, enacted, and attained through the lenses of maqashid as evaluative criterion, the dharuriyyat hierarchy, and Krathwohl’s affective domain. The findings reveal a layered pattern. At the intended level, the lesson plans articulate a dispositional aim yet operationalise it largely through cognitive verbs and assessments. At the enacted level, however, the teacher pursues a clearly dispositional, maqashid-informed pedagogy anchored in hifz al-‘aql, hifz al-‘ird, and hifz al-nasl, and reframes prohibition as protective love (rahmah). At the attained level, most students reach the valuing stage and several show organisation, with some showing early indications of characterisation through self- regulated digital and social behaviour with the out-of-school environment as the main constraint. The study argues that maqashid supplies the teleological backbone that turns the affective language of “love” in KBC into an assessable criterion, and recommends formalising the teacher’s dispositional practice into the written design.]]>
