<![CDATA[This study aims to reconceptualize Islamic Religious Education (IRE) as a praxis of transformative learning, critical pedagogy, and the social praxis of faith. It responds to prevailing learning practices that remain largely normative and doctrinal, emphasize cognitive aspects, and maintain a dichotomy between religious texts and social realities conditions that have made IRE less responsive to social contexts. This research employs a qualitative approach in the form of a library study, using descriptive-critical analysis of various sources relevant to the research focus. The findings indicate that IRE, as a praxis of transformative learning, contributes to the formation of students’ moral character, spiritual development, and social responsibility through the use of media such as Learning Management Systems, Virtual Reality, flipped classroom models, and dialogic-reflective approaches. As a praxis of critical pedagogy, IRE fosters the development of critical and reflective thinking skills, while also cultivating students’ social awareness. This is implemented through problem-based learning, strategies such as “power of two” and “make a match,” deliberative (musyawarah) learning practices, and wisdom-oriented pedagogical approaches. Furthermore, as a social praxis of faith, IRE integrates students’ attitudes, behaviors, and social practices through methods such as experiential learning, service learning, collaborative learning strategies, and by positioning teachers as role models.]]>
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