A MODEL FOR INTEGRATING DIVERSITY VALUES INTO ISLAMIC RELIGIOUS EDUCATION (PAI) THROUGH A LOVE-BASED CURRICULUM IN MADRASAS

Abstract

This study aims to formulate a model for integrating diversity values into Islamic Religious Education (PAI) learning in madrasas through a love-based curriculum. The study is motivated by the need for religious education that is not merely cognitively oriented but also capable of fostering inclusive and moderate character and respect for differences within the context of Indonesia’s pluralistic society. This study employs a qualitative library research approach by examining the official 2025 Love-Based Curriculum document issued by the Ministry of Religious Affairs of the Republic of Indonesia, as well as literature on value internalization, multicultural education, character education, and curriculum design theory. Data were analyzed through content analysis and conceptual synthesis to map the dimensions of relational values (?ablum min All?h, ?ablum min al-n?s, ?ablum bi’ah, and ?ubb al-wa?an wa al-bil?d), the stages of value internalization (transformation, transaction, and trans-internalization), and the alignment of instructional design. The findings indicate that the integration of diversity values becomes more effective when positioned as a fundamental structure of PAI learning and embedded in the formulation of learning objectives, the organization of learning experiences, pedagogical strategies, assessment, and madrasa culture. The proposed model, the Integrative Relational Model of the Love-Based Curriculum (MIR-KC), places taw??d at the center of value orientation, from which the dimensions of humanity, ecological awareness, and national commitment are derived. Conceptually, this model offers a synthesis of the theology of taw??d, character education, multicultural education, and the principles of outcome-based curriculum alignment. Thus, a love-based curriculum has the potential to foster students who are religious, inclusive, and committed to social cohesion and national unity.