<![CDATA[This study examines the concept of Islamic education curriculum and its fundamental principles from the perspective of the Qur’an and Hadith. The study responds to the need for an Islamic curriculum grounded in the primary sources of Islam amid the dichotomy of knowledge, secularization tendencies, and changing demands of modern education. It employed a qualitative library research design with a normative-theological approach. The Qur’an and Hadith served as primary sources, while relevant books, journal articles, and academic works were used as secondary sources. Data were collected through documentation and analyzed descriptively and qualitatively through inventory, classification, interpretation, and conclusion drawing. The findings show that the Islamic education curriculum is a value system grounded in tawhid, holistic and integrative in nature, and directed toward the development of insan kamil, a balanced person in intellectual, spiritual, emotional, and social dimensions. Its six main components include objectives that balance worldly and hereafter-oriented goals, integrated religious and general knowledge, flexible and humanistic methods, educators as role models, learners as individuals with innate potential or fitrah, and evaluation covering cognitive, affective, psychomotor, and spiritual dimensions. The concept is also relevant to student-centered learning, lifelong learning, character education, and authentic assessment.]]>
