<![CDATA[This study aims to examine publication trends, dominant epistemological models, and practical implementation challenges regarding the integration of science and religion within the Islamic Education curriculum. Employing a Systematic Literature Review (SLR) approach based on PRISMA 2020 guidelines and PRISMA-S reporting standards, a comprehensive search was conducted on April 15, 2026, across five databases (Scopus, Web of Science, Google Scholar, DOAJ, and SINTA) alongside manual citation searching. Out of 620 initially identified records, rigorous multi-stage screening and full-text eligibility assessment yielded 36 final selected articles published between 2016 and 2025. The findings reveal an accelerating publication trend centered on Tawhidic integration paradigms and scientific interconnectedness (Wahdatul Ulum). However, curriculum execution faces persistent field barriers, including limited teacher pedagogical competence in interdisciplinary approaches, a scarcity of integrated instructional materials, and institutional constraints. Consequently, this study highlights the necessity of shifting future research agendas toward classroom-based empirical evaluations and technology-driven instructional development to achieve sustainable science-religion integration in Islamic education.]]>
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