<![CDATA[The curriculum is a determinant variable in the success of Islamic education, serving as a bridgebetween philosophical vision and pedagogical reality. This study aims to deeply dissect the nature ofthe curriculum through the lens of Islamic educational philosophy by focusing on three maindimensions: ontology, epistemology, and axiology. The research method applied is library research witha content analysis approach to various primary and secondary literature. The results of the study indicatethat ontologically, the Islamic curriculum is rooted in the reality of revelation and the essence of humancreation as both servants and caliphs. Epistemologically, this curriculum integrates fixed (naqliyah) anddynamic (aqliyah) sources of knowledge. Axiologically, the curriculum is oriented towards theinternalization of adab and the formation of a perfect human being. This study also explores itsrelevance to the implementation of the Merdeka Curriculum at the Madrasah Ibtidaiyah (MI) level. Inconclusion, the Islamic curriculum must be holistic and integrative in order to address the challenges ofeducational dualism and the needs of the times. Kurikulum merupakan variabel determinan dalam keberhasilan pendidikan Islam yang berfungsisebagai jembatan antara visi filosofis dan realitas pedagogis. Penelitian ini bertujuan untuk membedahsecara mendalam hakikat kurikulum melalui lensa filsafat pendidikan Islam dengan memfokuskan padatiga dimensi utama: ontologi, epistemologi, dan aksiologi. Metode penelitian yang diterapkan adalahstudi kepustakaan (library research) dengan pendekatan analisis isi terhadap berbagai literatur primerdan sekunder. Hasil kajian menunjukkan bahwa secara ontologis, kurikulum Islam berakar pada realitaswahyu dan hakikat penciptaan manusia sebagai hamba sekaligus khalifah. Secara epistemologis,kurikulum ini mengintegrasikan sumber pengetahuan tetap (naqliyah) dan dinamis (aqliyah). Secaraaksiologis, kurikulum berorientasi pada internalisasi adab dan pembentukan insan kamil. Kajian ini jugamengeksplorasi relevansinya terhadap implementasi Kurikulum Merdeka di jenjang MadrasahIbtidaiyah (MI). Kesimpulannya, kurikulum Islam harus bersifat holistic integratif guna menjawabtantangan dualisme pendidikan dan kebutuhan zaman.]]>
