<![CDATA[Contemporary Islamic education faces fundamental challenges, including a crisis of educational orientation, the secularization of knowledge, the dominance of a pragmatic-instrumentalist paradigm, moral degradation, and technological disruption, which have weakened the integration of spiritual, intellectual, and social dimensions. These conditions require reconstruction of a more integrative and transformative educational paradigm. This study aims to reconstruct a prophetic educational paradigm grounded in early Islamic educational practices and to formulate a transformation model for contemporary Islamic education that addresses global challenges effectively. The study employs a qualitative library research approach. Data were collected from relevant primary and secondary sources and analyzed through content analysis, involving data reduction, categorization, interpretation, and synthesis. Findings show that early Islamic education was founded on tawhid, integrating faith, knowledge, action, and ethics, while encompassing humanization, liberation, and transcendence. Based on these findings, this study reconstructs the prophetic educational paradigm and develops a conceptual model for transforming Islamic education through reconstructing educational goals, epistemology, curriculum, pedagogy, and institutional culture. The study affirms that the prophetic paradigm remains substantively relevant for developing contemporary Islamic education that is integrative, transformative, and civilized, while enriching Islamic educational theory through integrating historical, epistemological, axiological, and practical dimensions within a unified conceptual framework.]]>
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