https://journal.uinsi.ac.id/index.php/syamil/issue/feed 2026-01-19T15:29:27+08:00 Agus Setiawan journal.syamil@gmail.com Open Journal Systems <p style="text-align: justify;"><strong>SYAMIL Journal of Islamic Education </strong>is the leading journal in Islamic educational institutions concerning Islamic education. The journal is pursues the academic exploration on Islamic education discourses in madrasah (Islamic schools), pesantren (Islamic boarding school), and Islamic education in university. The journal promotes empirical research and theory relevant to Islamic affiliated educational institutions.</p> <p style="text-align: justify;"><span style="font-family: verdana, geneva; font-size: small;">The journal is published twice a year in June and December. It was firstly published in 2014 (printed edition). Since Vol. 3, Issue 2 (December 2015), it has migrated gradually to an electronic journal system (<strong>Open Access</strong>). It is now a fully online journal, and since Vol. 8, No. 2 (December 2019) it only accepts manuscript <a title="Online Submissions" href="https://journal.uinsi.ac.id/index.php/syamil/about/submissions#onlineSubmissions"><strong>submissions</strong></a> written in <strong>English</strong> or <strong>Arabic</strong>. <strong>Since 2025</strong>, this journal has increased the frequency of publication to <strong>three times</strong> a year, namely in April, August and December. </span><span style="font-family: verdana, geneva; font-size: small;"><strong>SYAMIL</strong> Journal of Islamic Education has been <strong>accredited by the Ministry of Research, Technology, and Higher Education of Indonesia</strong> since 25 September 2023 based on the Decree <a href="https://drive.google.com/file/d/1xwduUrbWYd0fN8mAzQ6A_Px1ri-E57WI/view?usp=drive_link" target="_blank" rel="noopener">Number 152/E/KPT/2023</a> (valid for five years).</span> <span style="font-family: verdana, geneva; font-size: small;">The journal is published twice a year in June and December.</span></p> https://journal.uinsi.ac.id/index.php/syamil/article/view/11485 2026-01-19T15:29:27+08:00 Mukhsin Mukhsin mukhsin@staialfalah.ac.id Sahudi Sahudi sahudi@staialfalah.ac.id Yayat Hidayatulloh yayathidayatulloh@staialfalah.ac.id Muhammad Nasir Muhammadnasirsadeke@gmail.com Ilzam Hubby Dzikrillah Alfani ilzamhubby21@gmail.com

<p>Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document,&nbsp;<em>Panduan Kurikulum Berbasis Cinta di Madrasah (2025)</em>, alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (<em>Al-Wadud, Ar-Rahman</em>), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.</p>

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