<![CDATA[This article aims to analyze the problem of interpretive authority in Islamic Religious Education (PAI) through the integration of Jacques Derrida's deconstruction and hermeneutics. This study employs a qualitative approach using library research. Data were collected from books, scientific journals, and other academic sources discussing deconstruction, hermeneutics, and Islamic educational epistemology. The findings show that the dominance of a single interpretation in PAI learning reduces the richness of religious texts and limits students' critical dialogue. This condition hinders the development of reflective and contextual reasoning. The integration of Derrida's deconstruction and hermeneutics offers a more open, dialogical, and contextual educational model. This approach contributes to the reconstruction of Islamic educational epistemology and strengthens the integration of Islamic sciences and modern sciences]]>
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