<![CDATA[The era of socio-religious disruption due to the acceleration of technology, plurality of identities, fragmentation of authority, and ideological polarization demands that Islamic education be based on a critical, humanist, contextual paradigm, going beyond the transmission of doctrine, values, and educational goals. This study aims to reconstruct the paradigm of Islamic education in the era of socio religious disruption through a critical examination of the transformation of Islamic educational values and goals so that they remain adaptive, transformative, and oriented towards the welfare of the community. This study uses a qualitative approach with a literature study type, with data sources consisting of books, journal articles, educational policy documents, and the works of classical and contemporary Islamic educational thinkers. Data collection was carried out through a systematic search of relevant literature, while data analysis used content analysis techniques with a thematic-critical approach. Data validity was maintained through source credibility, contextual accuracy, and data triangulation by comparing various theoretical perspectives and previous research findings. The research findings indicate that the Islamic education paradigm needs to be reconstructed from a formalist normative orientation to an integrative-transformative paradigm that emphasizes the internalization of religious moderation, social justice, humanity, and critical digital literacy. This reconstruction has implications for the formulation of Islamic education goals that are not solely oriented toward individual piety but also toward the formation of reflective, inclusive, and empowered learners capable of navigating socio-religious complexities.]]>
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