<![CDATA[This article aims to develop a conceptual model for curriculum evaluation in Islamic Education based on deep learning and Panca Cinta in madrasah institutions. The study is motivated by the need for Islamic education curriculum evaluation that does not only assess document completeness and cognitive achievement, but also captures the quality of learning processes, assessment practices, value internalization, and students’ character transformation. This research employs a library research method using an integrative literature review and policy analysis approach. The data sources include nationally accredited journals (Sinta 1 and Sinta 2), Scopus-indexed international journals, primary books on curriculum and educational evaluation, as well as government policy documents related to the national curriculum and madrasah curriculum. The data were analyzed using content analysis, thematic analysis, and conceptual synthesis. The findings indicate that Islamic education curriculum evaluation needs to be constructed holistically by integrating Tyler’s evaluation theory, CIPP, Stake’s Countenance Model, and Discrepancy Evaluation Model. This article produces the EKPI-DLPC Model, which stands for Evaluation of Islamic Education Curriculum Based on Deep Learning and Panca Cinta. The model consists of five dimensions: curriculum context, curriculum design, learning process, assessment, and value impact. The EKPI-DLPC Model positions deep learning as a pedagogical foundation and Panca Cinta as an evaluative value framework. This model contributes to shifting Islamic education curriculum evaluation in madrasahs from an administrative-oriented approach toward a more holistic, reflective, and transformative evaluation system.]]>
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