<![CDATA[This study aims to examine the instructional issues in the learning of Islamic Cultural History (SKI) within the Islamic Religious Education (PAI) curriculum and to reconstruct the PAI curriculum through a Responsive Evaluation approach. The urgency of this research lies in the persistent gap between the formal curriculum and actual classroom practice, particularly in the representation of SKI as a subject area that is often perceived as memorization-based and historically disconnected from students' contemporary contexts. Employing a qualitative research design with document analysis and field observation, this study involved PAI teachers and curriculum coordinators at Islamic educational institutions in East Lombok. Data were collected through in-depth interviews, classroom observations, and curriculum document reviews, then analyzed using responsive evaluation indicators developed by Stake (1975) and refined by contemporary scholars. The findings reveal three critical instructional issues: (1) the dominance of transmissive pedagogical approaches, (2) misalignment between curriculum objectives and student learning outcomes, and (3) limited integration of higher-order thinking skills (HOTS) in SKI learning materials. The reconstructed curriculum model proposed in this study incorporates contextual learning principles, multicultural perspectives, and inquiry-based instructional strategies. This study contributes to PAI curriculum development discourse by providing an empirically grounded evaluation framework that bridges policy intent and classroom reality.]]>
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