<![CDATA[This study constructs a comprehensive conceptual framework for diagnostic assessment-based classroom management to enhance instructional effectiveness in Islamic Religious Education. Utilizing a non-empirical systematic library research design, the study synthesized primary statutory frameworks, theological texts, and peer-reviewed literature published between 2020 and 2026. Qualitative content analysis was conducted through data reduction, categorization, interpretation, and synthesis. The findings reveal that diagnostic assessment shifts classroom governance from punitive behavioral control toward adaptive, differentiated learning environments aligned with prophetic pedagogical principles. Operational mechanics demonstrate that integrating cognitive and non-cognitive diagnostic metrics mitigates classroom management bottlenecks, optimizes task difficulty, and enhances student self-regulation. Furthermore, the implementation of diagnostic-driven management substantially improves critical thinking, socio-emotional climate, authentic value internalization, and institutional quality metrics. Grounding adaptive instruction in systematic diagnosis successfully bridges traditional religious pedagogy with contemporary outcome-based education standards. Ultimately, this framework offers a rigorous, values-driven model for optimizing pedagogical efficacy and character formation in Islamic education settings.]]>
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