<![CDATA[The application of Outcome-Based Education (OBE) in higher education is a requirement of academic quality assurance policy, including in Islamic Religious Education (IRE). However, the implementation of OBE in IRE still faces conceptual problems because the character of IRE as value and spirituality education is not fully in line with the measurable learning outcome approach. This study aims to analyze the concept of OBE curriculum and its implementation in Islamic Religious Education, as well as to formulate an OBE implementation model that is in line with the normative objectives of PAI. This study uses a qualitative approach with a library research method through thematic and conceptual analysis of OBE literature, Islamic Religious Education curriculum, and Islamic education epistemology. The results of the study indicate that the implementation of OBE in Islamic Religious Education tends to be formalistic and administrative, with a dominant emphasis on cognitive learning outcomes, while the affective, spiritual, and moral dimensions have not been optimally integrated. The research findings also confirm that PAI learning outcomes are multidimensional and long-term oriented, covering the formation of faith, morals, spiritual awareness, and social piety, so they cannot be fully reduced to quantitative indicators. Based on a synthesis of these findings, this study offers a value-based OBE-PAI implementation model that integrates the formulation of Islamic learning outcomes, reflective-transformative learning processes, and holistic formative assessment. This study recommends that the implementation of OBE in Islamic Religious Education be positioned as a pedagogical instrument that strengthens the meaningfulness of education and character building]]>
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