<![CDATA[Islamic Religious Education (PAI) is expected to develop graduates who possess religious knowledge, measurable competencies, and the ability to apply Islamic values in everyday life. Although Outcome-Based Education (OBE) emphasizes competency-oriented learning, its application has tended to focus on learning outcomes, learning processes, and assessment, while systemic curriculum reconstruction remains limited. This study aims to analyze George A. Beauchamp’s Curriculum System Theory, examine its conceptual relevance to OBE, and formulate an Outcome-Based Curriculum System Model (OBCSM) for PAI curriculum reconstruction. This study employed a qualitative approach through library research, with data analyzed using content analysis, comparative conceptual analysis, and integrative synthesis. The findings show that Beauchamp’s theory and OBE are conceptually compatible in emphasizing the coherence and interdependence of curriculum components toward predetermined outcomes. Their synthesis positions learning outcomes as the central reference for curriculum objectives, content, student-centered learning strategies, authentic assessment, evaluation, and continuous improvement. The novelty of this study lies in integrating Beauchamp’s systemic perspective with OBE’s outcome orientation into OBCSM, providing a comprehensive framework for PAI curriculum reconstruction. OBCSM contributes conceptually by strengthening the coherence of curriculum components and practically by providing a reference for developing PAI curricula that are measurable, competency-oriented, relevant, and sustainable. As a conceptual model based on library research, OBCSM requires further empirical validation]]>
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