<![CDATA[This research is motivated by the character crisis and religious intolerance, necessitating a transformation of the Islamic education system toward a more inclusive and humanistic direction. The purpose of this study is to analyze the philosophical, religious, psychological, pedagogical, and Sufistic foundations of the Love-Based Curriculum (LBC) and to formulate a model for internalizing the value of mahabbah to develop students' religious moderation at MTsS Al-Ma’ruf Pasar Kambang. This study employs a qualitative approach with an exploratory case study design. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, and documentation, which were then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the LBC is built upon five integrative foundations philosophical, religious, psychological, pedagogical, and Sufistic that position the value of mahabbah as the spirit of education. The internalization process is formulated into the Sufistic Mahabbah Internalization Model (SMIM), comprising stages of receiving, understanding, experiencing, internalizing, and manifesting. The findings suggest that this internalization process may contribute to the development of students' religious moderation, encompassing the dimensions of tasamuh, tawazun, i’tidal, musawah, syura, and rahmah. The study concludes that implementing LBC with a Sufism perspective provides a contextual educational framework capable of unifying intellectual aspects with spiritual depth and serves as a preventive instrument for addressing tendencies toward intolerance.]]>
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