<![CDATA[This study examines the meaningfulness of Islamic Religious Education (IRE) learning, which tends to emphasize content mastery and cognitive achievement over religious reflection and value internalization. The study aims to analyze the construction of meaning in IRE learning and formulate directions for reconstructing a more integrative and transformative approach at SMP Negeri 2 Yogyakarta. A qualitative approach with a case study design was employed. Participants comprised two IRE teachers, Dwi Budiningsih and M. Gioaldi Afriadi, and six students purposively selected as two representatives from each of Grades VII, VIII, and IX based on their active participation in classroom learning and religious activities. Data were collected through in-depth interviews, classroom observations, and analysis of curriculum and instructional documents. Data analysis involved coding mapping, data reduction, data display, and conclusion drawing and verification based on Miles, Huberman, and Saldaña, with qualitative interpretation informed by Creswell’s principles of qualitative case study research. The findings indicate that content-oriented instruction and cognitive assessment remain dominant, limiting reflection, value internalization, and connections between learning and students’ lived experiences. Therefore, IRE reconstruction requires a contextual, reflective, integrative, and student-centered approach]]>
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