<![CDATA[The learning of Al-Qur'an and Hadith in Islamic educational institutions continues to face challenges in responding to the demands of contemporary education, particularly in integrating Islamic values with real-life contexts and accommodating learner diversity. Existing learning practices remain predominantly teacher-centered and oriented toward textual understanding, limiting the development of critical, reflective, and inclusive attitudes among students. This study aims to formulate the 4I Model (Integration, Inclusion, Interaction, and Internalization) as an integrative-inclusive framework for Al-Qur'an and Hadith learning within contemporary Islamic education. This research employs a qualitative approach through library research by analyzing various scholarly sources, including books, journal articles, and relevant academic literature on Islamic education, inclusive education, and integrative learning. The findings reveal that the 4I Model provides a comprehensive framework for designing meaningful and student-centered learning experiences. The Integration dimension emphasizes the connection between Qur'anic and Hadith teachings and contemporary social realities; Inclusion promotes equal learning opportunities and respect for diversity; Interaction encourages collaborative, dialogical, and participatory learning processes; while Internalization focuses on embedding Islamic values into students’ attitudes and daily behaviors. The implementation of the 4I Model contributes to strengthening religious literacy, critical thinking, social empathy, tolerance, and the internalization of Islamic values. Therefore, the 4I Model offers a relevant conceptual framework for transforming Al-Qur'an and Hadith learning toward a more humanistic, contextual, and inclusive approach in contemporary Islamic education.]]>
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