<![CDATA[The implementation of Bloom’s Taxonomy has become increasingly important in Islamic Religious Education (Pendidikan Agama Islam / PAI) following the adoption of the Merdeka Curriculum, which emphasizes competency-based learning, character development, and Higher Order Thinking Skills (HOTS). However, previous studies have generally examined Bloom’s Taxonomy from limited perspectives, such as HOTS, assessment, learning models, or educational technology, while comprehensive reviews remain limited. This study aims to examine the application of Bloom’s Taxonomy in Islamic Religious Education instruction and identify significant trends related to the Merdeka Curriculum. Employing a Systematic Literature Review (SLR) methodology, this library research reviewed twelve journal articles published between 2025 and 2026, which were obtained through Google Scholar. The data were analyzed using thematic, comparative, and critical analysis approaches. The findings revealed four major trends. First, the cognitive domain was primarily implemented through HOTS-oriented learning, active learning, and problem-solving strategies. Second, the affective domain was developed through religious character education, value internalization, and affective assessment. Third, the psychomotor domain was strengthened through practice-based and experiential learning activities. Fourth, technology integration supported interactive learning, digital assessment, and the development of higher-order thinking skills. The study concludes that the effective implementation of Bloom’s Taxonomy in Islamic Religious Education requires the integration of cognitive, affective, psychomotor, and technological dimensions. This study contributes a conceptual framework that can support curriculum implementation, instructional design, and assessment practices in Islamic Religious Education within the Merdeka Curriculum context]]>
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