<![CDATA[This study examines the reduction of spiritual values in Islamic Religious Education (IRE) curriculum within contemporary Islamic educational practice through a philosophy of science perspective. It aims to deconstruct the epistemological, ontological, and axiological foundations that shape the current curriculum and contribute to the marginalization of spiritual dimensions. Employing a qualitative philosophical inquiry with a critical-reflective paradigm, this study utilizes a deconstructive approach inspired by Jacques Derrida and is based on document and textual analysis of curriculum materials and relevant scholarly works. The findings reveal that the IRE curriculum is dominated by cognitive and positivistic orientations, resulting in a shift from transformative to merely informative learning. This condition leads to the formalization of religious knowledge, where spiritual internalization is weakened and reduced to normative understanding. Epistemologically, the curriculum reflects a dichotomy between religious and general knowledge, while axiologically it fails to cultivate holistic character formation. The study implies the need for a philosophical reconstruction of the IRE curriculum by integrating cognitive, affective, and spiritual dimensions to restore its role as a transformative educational process grounded in Islamic values.]]>
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