<![CDATA[This study aims to compare two learning methods, Storytelling and Dialogue Pedagogy, within the Love-Based Curriculum to instill the values of hubbunnafs (self-love) and hubbunnaas (love for others) among Madrasah Ibtidaiyah students. This study employed a literature study approach by reviewing relevant scholarly works. The findings indicate that the storytelling method tends to be effective in fostering hubbunnafs through self-awareness, empathy, and personal reflection, while the dialogue pedagogy method emphasizes hubbunnaas by encouraging discussion, collaboration, and the development of social attitudes. Both methods complement each other in creating a balance between love for oneself and love for others. The implementation of a Love-Based Curriculum in Madrasah Ibtidaiyah requires curriculum integration, teacher training, and adaptation to local contexts. The limitation of this study lies in the scarcity of empirical literature concerning the practical application of the Love-Based Curriculum in Indonesia. This study contributes to the implementation of the Love-Based Curriculum by providing a comparative understanding of how Storytelling and Dialogue Pedagogy complement each other in fostering hubbunnafs and hubbunnaas among Madrasah Ibtidaiyah students. This study recommends the development of an integrated learning model that combines Storytelling and Dialogue Pedagogy for implementing the Love-Based Curriculum in Madrasah Ibtidaiyah as a contribution to strengthening Islamic character education in the modern era. Keywords: Love-Based Curriculum, Hubbunnafs, Hubbunnaas, Islamic Elementary School, Teaching Methods]]>
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