Humanizing Artificial Intelligence for Muslim Community Development: Synthesis of Love-Based Curriculum Practices in Indonesian Madrasahs
DOI:
https://doi.org/10.21274/dinamika.2026.26.2.144-163Keywords:
artificial intelligence; Islamic education; Love-Based Curriculum; madrasahs; Muslim communities.Abstract
Integrating artificial intelligence (AI) into madrasah education offers opportunities to improve personalization, efficiency, and learning quality. It also raises questions about how technology can remain aligned with the moral, spiritual, and humanistic values of Islamic education. The Love-Based Curriculum (LBC) provides a framework that places compassion, empathy, character, and social relationships at the center of education. UNESCO likewise emphasizes human-centered, ethical, safe, and meaningful AI use. This study examines patterns of AI–LBC integration and their contributions to pedagogical transformation and Muslim community empowerment in Indonesian madrasahs. It uses a systematic literature review guided by the PRISMA 2020 framework. Of 1,248 identified records, 48 studies met the inclusion criteria and were analyzed using descriptive statistics, quantitative synthesis, and bibliometric analysis with VOSviewer. PRISMA 2020 supported transparent identification, selection, and reporting. The three dominant LBC themes were empathy and moral reasoning (34.8%), spiritual awareness and self-regulation (30.4%), and collaborative compassion in learning (26.1%). AI–LBC integration also showed significant effects on teacher–student relationships (d = 0.81) and emotional well-being (d = 0.74). These findings suggest that AI and LBC can support a transformation in madrasah education that advances technological and academic goals alongside character development, spirituality, social relationships, and Muslim community empowerment.
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