<![CDATA[This study aims to analyze the integration of scientific values into the Islamic Religious Education (PAI) curriculum alongside its corresponding pedagogical innovations and implementation barriers. However, a persistent structural dichotomy between normative religious instruction and empirical scientific reasoning continues to impede holistic curriculum development in Islamic secondary schools. Employing a qualitative case study design, this research investigated authentic classroom practices and administrative structures within the school environment. Data were gathered using semi-structured interviews with key educational actors, non-participant field observations, and extensive curriculum document analysis. The collected qualitative data were systematically processed using Miles, Huberman, and Saldana’s interactive analysis model, encompassing data condensation, structured data displays, and continuous conclusion verification. The findings reveal that contextualizing Quranic scientific verses through inquiry and project-based learning transforms traditional PAI into an active analytical discipline. Hands-on greenhouse experimentation and laboratory water testing successfully bridge scriptural exegesis with empirical scientific investigation. Students demonstrate heightened critical thinking and deeper spiritual reflection when analyzing natural phenomena through integrated project-based assignments. Future research should conduct multi-site mixed-methods evaluations to develop standardized interdisciplinary professional development frameworks for religious educators across diverse Islamic educational contexts.]]>
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