<![CDATA[Gender is a social construct formed through processes of interaction and socialization within the family, society, and educational institutions. In the context of Islamic education, this issue is important to examine because education not only functions to transmit religious knowledge and values but also contributes to shaping students’ patterns of social relations. This study aims to analyze the construction of gender within family, societal, and educational relations and to identify the role of Islamic Religious Education (PAI) in reproducing as well as transforming such constructions. This study employs a library research approach using qualitative-descriptive and sociological-critical analysis. Data were obtained from relevant scholarly books, journal articles, educational documents, and Islamic sources, which were analyzed thematically through identification, categorization, comparison, and synthesis. The findings indicate that the family serves as the primary arena of gender socialization through the internalization of values, division of roles, and patterns of interaction. Society contributes to reinforcing or negotiating gender norms, while education may reproduce inequality through curricula, learning materials, visual representations, and classroom practices. Nevertheless, Islamic Religious Education has transformative potential through inclusive, critical, and non-discriminatory learning grounded in human dignity, justice, responsibility, and social welfare. Thus, the sociology of Islamic education provides an important perspective for developing Islamic education that critically reflects on and contextually transforms gender constructions toward more just social relations.]]>
