<![CDATA[High academic achievement in Islamic Education does not always correspond with consistent religious behavior among students. This study examines this discrepancy by positioning instructional objective identification as a strategic point linking religious knowledge with behavioral formation. The research employed a non-empirical qualitative approach through library research, synthesizing classical Islamic educational thought with contemporary literature on instructional design, assessment, motivation, and value internalization. The analysis indicates that the dominance of cognitively oriented objectives tends to direct teaching and assessment toward knowledge acquisition, while affective, practical, and spiritual-motivational outcomes receive less explicit attention. The study identifies four interrelated dimensions of behavior-oriented objectives: cognitive, affective, practical, and spiritual-motivational. These dimensions are operationalized through a four-stage framework consisting of identifying core values and learner context, translating values into multidimensional objectives, aligning activities and assessments with behavioral indicators, and conducting reflection and follow-up. The framework emphasizes that religious behavior should be deliberately designed as an intended learning outcome rather than assumed to emerge automatically from cognitive mastery. The study provides a conceptual foundation for teachers and instructional designers to align objectives, learning activities, assessment, teacher modeling, and environmental reinforcement in supporting the transformation of religious knowledge into internalized and sustained behavior.]]>
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