<![CDATA[This article is written to analyze the construction of love values in the Guidelines for Love-Based Curriculum in Madrasah, published by the Directorate General of Islamic Education, Ministry of Religious Affairs of Indonesia in 2025. The purpose of this article is to examine the operationalization of critical curriculum principles and pedagogy of love, and to formulate a reconstructed model of the Love-Based Curriculum in Islamic education. This article is written using a qualitative method with content analysis design based on library research and interpretative-critical approach. The primary data source is the Love-Based Curriculum document, with units of analysis including objectives, curriculum principles, Panca Cinta, learning strategies, activities, reflections, assessments, and evaluations. The analysis applies deductive coding derived from Paulo Freire’s critical curriculum theory and the pedagogy of love inspired by Ibn Arabi, Rumi, and Syed Muhammad Naquib al-Attas, enriched with inductive coding to capture the distinctive features of the document. Analytical findings indicate that the Love-Based Curriculum constructs love as theological, intellectual, personal, social, ecological, and national orientation through Panca Cinta. The document incorporates social awareness, dialogue, reflection, compassionate communication, social projects, and authentic assessment, yet student agency and evaluative rubrics for empathy, critical reflection, and rahmah praxis remain underdeveloped. The reconstructed model emphasizes revelation and adab, dialogical reflection, student agency, compassionate praxis, and authentic assessment. Its implication lies in developing teaching materials and assessments that are more dialogical, participatory, and socially engaged.]]>
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