A PHILOSOPHICAL ANALYSIS OF THE CURRICULUM OF LOVE FROM AN ISLAMIC EDUCATIONAL PERSPECTIVE: APPLICATIONS AND CHALLENGES

This study aims to analyze the philosophy of the Love Curriculum from an Islamic education perspective and examine its application and challenges in addressing the phenomenon of student intolerance. This study uses a qualitative method with a library research type. Data were collected through searching, selecting, and documenting scientific literature in the form of books, journal articles, proceedings, and relevant educational policy documents. Data analysis uses content analysis techniques through the stages of reduction, categorization, interpretation, and drawing conclusions. The results of the study indicate that (1) philosophically, the Love Curriculum is based on the ontological, epistemological, and axiological values ​​of Islamic education that emphasize spiritual, social, and moral balance; (2) its main values ​​include love for God, fellow human beings, the environment, and the nation as the basis for character formation; (3) its implementation is carried out through value integration, humanistic learning, and character building in madrasas and schools; (4) the challenges include teacher readiness, limited facilities, resistance to change, lack of parental support, and suboptimal evaluation; and (5) the integration of the Love Curriculum through a reflective, multicultural, collaborative, integrative and exemplary approach has been proven to contribute to forming the character of students who are tolerant, humanistic and have a national perspective and suppressing attitudes of intolerance in the educational environment.