<![CDATA[This study aims to describe the implementation of deep learning–based Islamic Cultural History (SKI) instruction integrated with a Love-Based Curriculum (LBC) in teaching the Mughal Empire at MA Ma’arif Al-Ishlah Bungkal. Employing a descriptive qualitative approach, the study involved Islamic Cultural History teachers, students, and the school principal as key informants. Data were collected through interviews, classroom observations, and document analysis, and were analyzed using the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. The findings indicate that teachers conceptualize deep learning as meaningful instruction that emphasizes critical thinking and moral reflection, which is integrated with love-based values to foster a warm and humanistic classroom climate. The instructional modules were designed to include reflective activities, historical figure analysis, in-depth discussions, and the integration of Qur’anic verses and hadith. Learning activities were conducted interactively and focused on value internalization rather than rote memorization. Students demonstrated increased learning motivation, confidence in expressing opinions, empathy, and the ability to comprehend the moral values embedded in historical narratives. Institutional support further strengthened the implementation of this love-based, values-oriented learning approach. The study concludes that the integration of deep learning and a Love-Based Curriculum is effective in character formation through Islamic Cultural History instruction and has strong potential for application to other subject areas within the madrasah curriculum.]]>
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