This article aims to analyse the reconstruction of English-language learning in madrasas through the Love-Based Curriculum in response to the need for the integration of global competency and the formation of a religious-humanist character. This article uses a qualitative method with a library study design and document analysis. Data were obtained from policy documents, journal articles, scientific proceedings, and academic literature relevant to the Love-Based Curriculum, English language learning, madrasa education, humanistic pedagogy, and value integration in language learning. The results show that the reconstruction of English language learning in madrasas includes five main aspects, namely a shift in orientation from linguistic-instrumental to communicative-humanistic, integration of the Panca Cinta values in learning design, implementation of value insertion strategies, strengthening in-depth learning, and developing affective-communicative evaluation. The findings also indicate that the Love-Based Curriculum has the potential to make English a medium for strengthening empathy, tolerance, communication etiquette, environmental awareness, and national identity. However, its implementation requires teacher readiness, contextual teaching modules, a supportive madrasa culture, and assessment instruments that not only measure language competence, but also the communicative character of students.
Saepudin (Sat,) studied this question.