https://journal.uinsi.ac.id/index.php/syamil <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> Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda en-US SYAMIL: Journal of Islamic Education 2339-1332 <div class="page" style="text-align: justify;"> <p>Please find the rights and licenses in SYAMIL Jurnal Pendidikan Agama Islam (Journal of Islamic Education). By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.</p> <p>1. License</p> <p>The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> <p>2. Author(s)' Warranties</p> <p>The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).</p> <p>3. User/Public Rights</p> <p>SYAMIL spirit is to disseminate articles published are as free as possible. Under the <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" target="_blank" rel="noopener">Creative Commons license</a>, SYAMIL permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Register on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.</p> <p>4. 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Co-Authorship</p> <p>If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. SYAMIL will not be held liable for anything that may arise due to the author(s) internal dispute. SYAMIL will only communicate with the corresponding author.</p> <p>6. Royalties</p> <p>Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that SYAMIL entitles the author(s) to no royalties or other fees.</p> <p>7. Miscellaneous</p> <p>SYAMIL will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. SYAMIL editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.</p> </div> https://journal.uinsi.ac.id/index.php/syamil/article/view/11485 <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> Mukhsin Mukhsin Sahudi Sahudi Yayat Hidayatulloh Muhammad Nasir Ilzam Hubby Dzikrillah Alfani ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2025-12-01 2025-12-01 13 3 315 336 10.21093/sy.v13i3.11485