<![CDATA[This article analyzes the contribution of Paulo Freire’s educational theory to the development of humanistic, critical, and emancipatory Islamic Religious Education (IRE). Employing a descriptive qualitative approach through philosophical library research, this study examines Freire’s major works alongside contemporary literature on Islamic education. The findings reveal that integrating dialogical education, critique of the banking model, and the development of critical consciousness (conscientization) significantly transforms IRE from normative-dogmatic instruction into reflective, participatory, and contextual learning. The study highlights that the Freirean approach strengthens students’ roles as active subjects of learning, enhances socio-religious critical awareness, and fosters the internalization of Islamic values oriented toward social justice. This research contributes theoretically by affirming the compatibility between Freire’s humanistic pedagogy and the transcendental foundations of Islamic education in addressing contemporary educational challenges.]]>
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