<![CDATA[Curriculum reform becomes meaningful when broad policy expectations are translated into instructional resources that teachers and students can use in everyday learning. This study examines the integration of science literacy into Islamic Religious Education and Character Education at SMAN 2 Palopo through the development of a Grade XI learning module on fasting, piety, and health. The study employed a Research and Development design using the ADDIE stages of analysis, design, development, implementation, and evaluation, supported by qualitative and quantitative data. Needs were identified through observation and interviews with teachers and students. Product quality was assessed by material, media, and language experts; practicality was evaluated through teacher and student response questionnaires; and classroom effectiveness was examined through student learning outcomes during implementation with 20 Grade XI students. The findings show a strong need for contextual materials that connect Islamic teachings with scientific explanations and evidence-based reasoning. Expert validation reached 95% for content, 85% for language, and 70% for media, producing an overall validation mean of 83.33%. Teacher practicality reached 93.75%, while student practicality reached 80.25%. The class learning-outcome mean was 87.1, exceeding the school mastery threshold of 72 and falling within the study's very effective category. The developed module integrates religious values, health-related scientific phenomena, discussion, case analysis, reflection, and higher-order tasks. These findings indicate that curriculum reform in Islamic education can be operationalized through needs-based instructional design, expert quality assurance, and classroom-tested materials that align religious formation with scientific literacy.]]>
