<![CDATA[Curriculum development is crucial to bridging the gap between graduate competencies and labor market demands, particularly amid rapid advancements in science and technology. This study aims to examine the Outcome-Based Education (OBE) approach within the Islamic Religious Education (IRE) curriculum, with a specific focus on its implementation strategies and curriculum evaluation models. Using a qualitative library research method, data were gathered from various sources including documents, journals, books, and academic articles. The findings reveal that the OBE-based IRE curriculum is oriented toward achieving specific learning outcomes (CPL) through the use of case method and project-based learning. The Provus Discrepancy Evaluation Model was used to assess the alignment of curriculum implementation with established standards. These findings imply the need for a more contextual and responsive IRE curriculum design in addressing 21st-century challenges. The study recommends enhancing teacher training on OBE strategies and adjusting curriculum structures to better align with evolving professional demands.]]>
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