Development of the Affective Dimension through a Love-Based Islamic Education Curriculum: A Systematic Literature Review Based on the "Rahmatan Lil 'Alamin" Student Profile

His study aims to analyze and synthesize previous research on the development of the affective dimension through a Love-Based Islamic Religious Education (PAI) curriculum in strengthening the Pancasila Student Profile and the Rahmatan Lil ‘Alamin Student Profile. The study was conducted using a Systematic Literature Review (SLR) approach by reviewing relevant literature on affective learning, Islamic Religious Education, love-based education, character education, the Pancasila Student Profile, and the Rahmatan Lil ‘Alamin Student Profile. Data were analyzed using thematic analysis to identify major themes, conceptual frameworks, implementation strategies, supporting factors, and challenges related to affective development in Islamic education. The findings indicate that Love-Based Education, rooted in the Islamic concept of mahabbah (love), provides a transformative framework for integrating spiritual, emotional, social, and moral development within Islamic Religious Education. The study reveals that the values of compassion, empathy, tolerance, responsibility, moderation, and social care are essential components of affective development and closely align with the dimensions of both the Pancasila Student Profile and the Rahmatan Lil ‘Alamin Student Profile. Furthermore, the implementation of the Love-Based Curriculum strengthens the internalization of religious values through meaningful learning experiences, role modeling, habituation, and supportive school cultures. The review also demonstrates that Islamic Religious Education serves as a strategic instrument for bridging national character education goals and Islamic educational values. Therefore, the integration of affective-oriented learning, Love-Based Education, the Pancasila Student Profile, and the Rahmatan Lil ‘Alamin Student Profile offers a comprehensive model for developing learners who are intellectually competent, spiritually grounded, emotionally mature, socially responsible, and committed to peaceful coexistence and positive social transformation.