<![CDATA[This study aims to comparatively analyze Islamic education systems in Indonesia and Middle Eastern countries, focusing on curriculum and learning implementation. This research employs a qualitative approach with a comparative design through literature study and multi-site analysis. Data sources were obtained from scholarly journals, books, and relevant curriculum documents. The data analysis technique uses a comparative analysis model, including data reduction, data display, and conclusion drawing. The findings reveal that Islamic education in Indonesia adopts an integrative curriculum that combines religious and general knowledge with a contextual, adaptive, and student-centered learning approach. The learning implementation is characterized by active learning methods (student-centered learning), technology integration, and an emphasis on religious moderation values. In contrast, Islamic education in the Middle East tends to maintain a classical Islamic curriculum with a textual approach and traditional teaching methods such as talaqqi, memorization, and lectures, along with a dominant teacher authority in the learning process. This study concludes that both systems have their respective strengths and limitations. Therefore, a paradigm synthesis is needed by integrating the depth of traditional scholarship with innovative learning approaches to develop a comprehensive, adaptive, and globally relevant model of Islamic education.]]>
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