<![CDATA[Religious moderation in madrasahs requires Islamic Religious Education (IRE) to move beyond cognitive transmission toward value internalization, dialogical learning, and an inclusive school culture. This study aims to synthesize how the Love-Based Curriculum is integrated into IRE learning and to formulate a conceptual framework for strengthening religious moderation in madrasahs. An integrative literature review was conducted by searching Google Scholar, GARUDA, DOAJ, and the SINTA portal from May to July 2025. Peer-reviewed Indonesian- and English-language publications issued mainly between 2020 and 2025 were selected using relevance, full-text availability, methodological clarity, and verifiable bibliographic identity as inclusion criteria. The final corpus comprised 29 peer-reviewed articles, supported by eight policy and methodological sources. Data were extracted into a matrix covering curriculum values, instructional strategies, teacher roles, school ecology, moderation outcomes, and evidence limitations, and were analyzed through deductive and inductive thematic coding. The synthesis identified four interrelated patterns: embedding the Panca Cinta values in learning objectives, content, activities, and assessment; employing dialogical, reflective, collaborative, case-based, and experiential pedagogy; positioning teacher exemplarity and inclusive madrasah culture as mechanisms of value internalization; and involving families and institutional leadership to sustain practice. However, most evidence remains conceptual, qualitative, and context-specific, preventing causal claims about reduced intolerance. The study proposes an integrated value, pedagogy, ecology, outcome framework. Its implication is that madrasahs should translate the Love-Based Curriculum into measurable learning indicators, teacher professional development, affective assessment, and longitudinal evaluation of religious moderation.]]>
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