<![CDATA[The Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC), introduced by Indonesia’s Ministry of Religious Affairs, requires a sufficiently explicit philosophical foundation if its implementation is to move beyond normative policy language. This study analyzes KBC through the educational thought of K.H. Hasyim Asy’ari, with particular attention to ontological, epistemological, pedagogical, and axiological correspondences and tensions. A qualitative library-research design was employed using conceptual and qualitative content analysis. The findings indicate that the relationship between KBC and Hasyim Asy’ari should not be reduced to value similarity. Ontologically, both view education as the formation of the whole person rather than cognitive acquisition alone. Epistemologically, Hasyim Asy’ari ties valid learning to ethical-spiritual readiness, disciplined transmission, and responsible use of knowledge. Pedagogically, love becomes educationally operative through adab, exemplary conduct, disciplined learning practices, and reciprocal care between teacher and learner. Axiologically, knowledge is directed toward worship, moral refinement, social benefit, and responsible action.]]>
Copyrights © 2026
