Constructive Alignment Kurikulum Berbasis Cinta dalam Rekonstruksi Pembelajaran Mendalam PAI

The integration of Kurikulum Berbasis Cinta (KBC) and deep learning within a single instructional design framework remains limited. Within the reviewed corpus, no articles were found that used constructive alignment to align the two. This study aims to reconstruct deep learning in Islamic Religious Education (PAI) by aligning learning outcomes, learning experiences, and assessment based on the value of love. The study employed a qualitative approach with a literature review design. The corpus comprised 22 purposively selected sources, consisting of 14 Indonesian articles published between 2022 and 2026, seven international works, and one textbook. Data were analyzed using content analysis with a coding matrix based on Biggs’s constructive alignment framework. The analysis showed that only five of the 14 Indonesian articles addressed values, learning experiences, and assessment together, while four of the seven articles on KBC identified assessment or an orientation toward cognitive outcomes as constraints. The synthesis yielded a proposed three-layer alignment model linking Panca Cinta values to observable outcomes, mindful, meaningful, and joyful learning experiences, and process-based authentic assessment. The model positions love as a design principle underpinning the alignment of all instructional components. The study’s theoretical contribution lies in operationalizing the value of love through a curriculum alignment framework for Islamic education. In practical terms, the model can serve as a reference for teachers, madrasahs, and policymakers in developing aligned lesson plans and assessment rubrics. Further classroom testing is needed to assess the model’s implementation.