<![CDATA[Educational challenges in Indonesia include the need to connect religious knowledge with moral integrity, social responsibility, and environmental stewardship. This conceptual study examines how Buya Hamka’s moral thought can inform the integration of aqidah (Islamic creed), moral ecology, and religious moderation within Indonesia’s 2025 Love-Based Curriculum (Kurikulum Berbasis Cinta). The study uses a purposive conceptual literature review, with Hamka’s Lembaga Budi as its primary text and relevant scholarship on Islamic character education, environmental ethics, religious moderation, and curriculum policy as secondary sources. The texts were analyzed thematically to identify moral concepts and interpret their educational implications. The analysis identifies four interconnected dimensions: aqidah as the foundation of ethical orientation; moral character as the internalization of faith; ecological responsibility as a practical extension of moral commitments; and religious moderation as a framework for balancing personal, social, and environmental responsibilities. The study proposes a Hamka-centered conceptual framework that connects these dimensions with the Love-Based Curriculum’s emphasis on care for God, people, knowledge, the environment, and the nation. The framework is conceptual and has not been empirically tested; its contribution lies in clarifying a possible educational relationship between faith, character formation, ecological responsibility, and moderation.]]>
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