<![CDATA[The development of a transformative Islamic Religious Education (PAI) curriculum in Madrasah Ibtidaiyah (MI) has become an urgent imperative to counter doctrinal formalism and verbalistic learning among primary school learners. This study aims to analyze the paradigm of transformative PAI curriculum development across four core subjects (Quran-Hadith, Aqidah-Akhlaq, Fiqh, and Islamic Cultural History) by integrating curriculum characteristics, knowledge structures, objectives, approaches, instructional strategies, and pedagogical models. This qualitative library research applied content analysis to curriculum policy documents, developmental cognitive psychology literature, and transformative pedagogy theories. The findings demonstrate that transformative PAI curricula at the MI level cultivate prophetic values through reflective habituation aligned with children's concrete operational developmental stage. The epistemological structure connects religious texts with students' daily social experiences through an integrative-interconnective paradigm. A contextual-humanistic approach paired with role-modeling strategies and experiential learning models successfully shifts PAI goals from procedural memorization to the internalization of inclusive socio-religious conduct.]]>
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