<![CDATA[This research aims to examine the application of phenomenological and hermeneutical theories in Islamic Religious Education (PAI) curriculum design. PAI plays a strategic role in shaping the character and spirituality of students, but in practice, curriculum design is often conventional and lacking contextualization to current needs. Through a phenomenological approach, this research seeks to explore the subjective experiences of students and educators in understanding and internalizing Islamic religious values. Meanwhile, a hermeneutical approach is used to interpret religious texts in depth to ensure their relevance to the social, cultural, and historical context of modern society. This research employs a literature study method by examining various theories and their applications in PAI curriculum design. The results of this study indicate that phenomenology contributes to broadening understanding of the dimensions of religious experience within educational settings, while hermeneutics provides an interpretive analytical framework for the dynamic meanings of Islamic texts. Philosophically, phenomenology is grounded in direct human experience, while hermeneutics is rooted in the interpretation of the multi-layered meanings of texts. The integration of these two approaches can produce a more reflective, contextual, and meaningful PAI curriculum design, as it combines aspects of religious experience with a deep intellectual understanding of Islamic values.]]>
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