<![CDATA[Contemporary Islamic education faces the challenges of reductionism due to the dominance of the positivistic-materialistic paradigm, which shifts the orientation of education into a mere pragmatic transfer of knowledge and triggers moral decadence. This study aims to philosophically analyze the nature of the epistemology of love (mahabbah) in Islamic education, explore its representation in the Nabawiyah learning tradition, and formulate the strategic relevance of integrating the Love-Based Curriculum (LBC) and the concept of deep learning in response to modern challenges. Utilizing a qualitative approach through library research with philosophical-pedagogical and normative-theological approaches, the data were critically analyzed using content analysis techniques. The results indicate that: (1) The epistemology of love in Islam is a transcendental onto-epistemic instrument that integrates the functions of 'aql (intellect) and qalb (heart) to grasp the essence of truth through the purification of the soul (tazkiyat al-nafs); (2) The Nabawiyah tradition serves as an ideal prototype of LBC that prioritizes an atmosphere of gentleness (al-rifq), personalization of teaching (mura'at al-furuq al-fardiyyah), and dialogical-reflective methods (hiwar); (3) The integration of LBC and deep learning holds strategic relevance in dismantling the secularism of science-spirituality, creating psychological safety that optimizes higher-order cognition, and transforming the evaluation system toward the attainment of insan kamil. This study recommends restructuring the curriculum and repositioning the role of educators to mainstream compassionate values in order to foster a generation of true learners with ulul albab character.]]>
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