<![CDATA[The dichotomy between technical literacy mastery and character formation within Indonesian language instruction remains a persistent challenge in curriculum design. This documentary-conceptual study aims to formulate an Integrative-Transformative Curriculum Model integrating Islamic values and religious moderation into Phase F (Grades XI–XII) upper secondary education. Adopting a qualitative library research approach, data were extracted from a screened corpus of 62 documents—comprising 8 official curriculum policy frameworks and 54 peer-reviewed academic studies published between 2015 and 2026—and analyzed through content analysis, comparative mapping, and conceptual synthesis. The research yields a four-component model connecting reconstructed Learning Outcomes (Capaian Pembelajaran), religious moderation text materials, reflective-dialogic strategies, and authentic assessment rubrics centered on tabayyun, qawl sadīd, and amanah 'ilmiyyah. This study expands integrative curriculum literature by connecting language pedagogy, Islamic philosophy (ta'dīb), and civic mandates (Profil Pelajar Pancasila and Rahmatan lil 'Alamin) within a unified analytical architecture. Formulated purely through document synthesis without empirical field validation, this framework provides auditable conceptual directives for curriculum developers and instructional designers in Phase F]]>
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