<![CDATA[Al-Islam and Kemuhammadiyahan (AIK) learning in Muhammadiyah higher education often emphasizes cognitive mastery, while value internalization requires more reflective, contextual, and socially oriented learning. This study aimed to reconstruct the AIK curriculum through a pedagogical deep learning approach and examine its implementation in relation to student engagement, value internalization, and Muhammadiyah identity. The study employed Research and Development using Design-Based Research (DBR) through three iterative cycles involving 80 students in two AIK classes, two lecturers, and one university administrator at Universitas Muhammadiyah Purwokerto. The curriculum prototype was reviewed by two experts for theoretical alignment, pedagogical relevance, and feasibility, followed by revision and limited implementation over three weeks. Data were collected through observations, interviews, Focus Group Discussions, documentation, and questionnaires and analyzed thematically and descriptively. Student engagement increased across all indicators, including class discussion (45%–78%) and value reflection (38%–74%). Value-internalization indicators also increased, particularly reflection on Islamic values (41%–79%). Muhammadiyah identity increased in cognitive (85%–90%), affective (43%–77%), and social-behavior (46%–73%) dimensions. These findings provide context-specific descriptive evidence rather than causal proof.]]>
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