<![CDATA[The quality of Aqidah Akhlak learning plays a crucial role in developing students who possess strong faith, piety, and noble character. Achieving this objective requires a curriculum development model that is systematic, adaptive, and sustainable. One relevant approach is the D.K. Wheeler curriculum development model, which emphasizes a cyclical process consisting of five interconnected stages: determining objectives, selecting learning experiences, organizing learning experiences, evaluation, and revision. This study aims to analyze the implementation of the D.K. Wheeler curriculum development model in improving the quality of Aqidah Akhlak learning. The research employed a qualitative approach using a library research design. Data were collected through document analysis of books, scholarly articles, and other relevant literature discussing the D.K. Wheeler curriculum development model and Aqidah Akhlak learning. Data analysis was conducted through the stages of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of the D.K. Wheeler model contributes to improving the quality of Aqidah Akhlak learning by establishing clear learning objectives, selecting learning experiences oriented toward character development, organizing systematic learning activities, and conducting continuous evaluation and curriculum revision. However, the implementation of this model still requires strengthening the aspects of continuous evaluation and systematic follow-up to evaluation results in order to enhance the effectiveness of the learning process and better address students' evolving needs. Therefore, the D.K. Wheeler model can serve as an alternative curriculum development approach to improve the quality of Aqidah Akhlak learning in Islamic educational institutions.]]>
