<![CDATA[The development of Ulum al-Dīn in the contemporary era faces significant challenges due to advances in science and technology, globalization, and shifts in educational paradigms. These conditions necessitate the reconstruction of Ulum al-Dīn studies to ensure their continued relevance in addressing contemporary issues in Islamic Religious Education (IRE). This study aims to analyze the development of Ulum al-Dīn and its implications for contemporary Islamic Religious Education through a Systematic Literature Review (SLR) approach. The study employed the PRISMA guidelines by analyzing 20 selected articles from an initial pool of 44 articles retrieved from the Scopus database. The data were analyzed thematically using NVivo software. The findings indicate that: (1) the relationship between Ulum al-Dīn and secular sciences has evolved toward an integrative-interconnected paradigm, requiring Islamic Religious Education to integrate Islamic sciences with science, technology, and the social sciences in curriculum development and instructional practices; (2) the development of Ulum al-Dīn from the classical to the modern era demonstrates an expansion toward multidisciplinary, interdisciplinary, and transdisciplinary approaches, encouraging Islamic Religious Education to develop innovative, contextual, and responsive learning that aligns with scientific advancements; and (3) the persistence of partial and textual understandings of Ulum al-Dīn has contributed to intolerance and radicalism, thereby requiring Islamic Religious Education to strengthen religious moderation, critical thinking, digital literacy, and twentyfirst-century competencies. Therefore, Ulum al-Dīn should be developed as an integrative scientific paradigm that serves as the foundation for transforming Islamic Religious Education to produce graduates who are religious, moderate, adaptive, and globally competitive in the contemporary era.]]>
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