<![CDATA[The teaching of the Qur'an and Hadith at the elementary and secondary school levels is often stuck in a contextual approach that makes it difficult for students to contextualize the values contained in the Qur'an and Hadith into modern life issues. This study aims to formulate strategies for developing the Al-Qur'an Hadith curriculum through the adaptation of the Maudhu'i (thematic) method in order to create more humanistic, holistic, and relevant learning. The research method used is library research with content analysis techniques on various curriculum documents, thematic interpretation literature, and contemporary educational theories over the last five years. The results of the study show that the curriculum development strategy using the Maudhu'i method consists of six systematic stages: 1) Identification of central themes based on student needs (social issues, identity, and digital literacy); 2) Collection of verses and hadiths across surahs and books; 3) Categorization of material according to cognitive level (elementary and junior high school); 4) Compilation of coherent connecting narratives; 5) Contextualization of text meaning to current realities; and 6) Formulation of problem-solving-based authentic assessments. These findings indicate that the thematic approach is capable of changing the learning paradigm from mere memorization of texts to the search for solutions based on the values of the Qur'an and Hadith. The resulting curriculum has proven to be more humanistic because it positions the sacred texts as practical guides that touch on the emotional and rational aspects of students. The implications of this study demand an increase in teachers' pedagogical competence in conducting thematic analysis so that the message of revelation can be conveyed in a complete and solution-oriented manner amid the challenges of a dynamic era]]>
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