<![CDATA[This conceptual study reconstructs Fazlur Rahman's double movement hermeneutics as a framework for strengthening the curriculum agency of Islamic Religious Education (IRE) teachers in Indonesian madrasahs. While Indonesia's newest madrasah curriculum policy (KMA 1503/2025) requires teachers to contextualize normative content through deep learning and a love-based curriculum, the professional development literature has not supplied an explicit hermeneutic framework enabling them to do so. Employing library research with a hermeneutic-conceptual approach across fifty primary and secondary sources, the study proceeds in four analytical stages: reconstructing the epistemological structure of Rahman's double movement; mapping the concept of teacher curriculum agency in contemporary discourse; identifying the conceptual convergence and divergence between the two frameworks; and constructing a four-step procedural model for contextualizing IRE content. The study argues that double movement, long treated as a Qur'anic exegetical method and applied predominantly in Islamic law, offers a structurally fitting resource for teacher agency because both share a two-directional reflective temporal structure. The resulting hermeneutic disposition repositions the IRE teacher from a technical executor of curriculum into a responsible interpreter, with direct implications for the design of teacher professional development programs.]]>
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