<![CDATA[This study examined how the Love-Based Curriculum humanized Grade 12 fiqh education at MA Darut Taqwa Purwodadi Grobogan. Using a qualitative case-study design, data were collected from January to April 2025 through semi-structured interviews with 15 participants, eight classroom observations, and analysis of curriculum documents, lesson plans, assessment instruments, and student assignments. The participants comprised the principal, vice-principal for curriculum affairs, one fiqh teacher, and 12 students. The findings revealed three interconnected dimensions. First, implementation was prepared through institutional coordination, teacher training, curriculum guidance, contextual material selection, and supportive school leadership. Second, the teacher systematically connected the Panca Cinta with fiqh topics through contextual cases, reflective questioning, dialogue, and collaborative learning. These practices strengthened participation, empathy, respect for differences, and students’ awareness of learning as a personal need. Third, evaluation combined daily observation, formative assessment, and summative assessment across cognitive, affective, and psychomotor domains. However, psychomotor assessment and student self-assessment remained less systematic. The study concludes that the Love-Based Curriculum can make fiqh education more contextual, compassionate, and meaningful without weakening its normative Islamic foundations, provided that teacher development and monitoring continue.]]>
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