Abstract
The discourse on halal and haram in Islamic education has largely been understood within the normative field of Islamic jurisprudence, resulting in its application in education often being partial. However, in the contemporary context, the issue of halal has evolved as a holistic model that encompasses economic, health, social, and environmental aspects. Furthermore, Islamic education is now entering the era of the Outcome-Based Education (OBE) curriculum, which focuses on achieving tangible competencies. Therefore, there is a need to redefine the halal and haram model to incorporate it comprehensively in the educational ecosystem. However, previous research has been limited to halal studies in the fields of food, tourism or Islamic banking, while the integration of halal into the OBE-based Islamic education curriculum has rarely been explored in depth. Herein lies the novelty of this research: the development of the concept of a halal education system that is not only normative but also transformative, and establishes the values of halal haram as an ethical, methodological and pedagogical framework. The formulation of the research problem includes, first, how to redefine the Halal Haram model to align with the principle of Outcome-Based Education (OBE) in Islamic education; and second, how to build a halal education system capable of meeting the challenges of globalization and the needs of the modern Muslim generation. This research used the method of literature review (library research) by studying recent works related to education Islamic, OBE, and Halal Studies. Preliminary findings suggest that the integration of halal haram values into the OBE curriculum can foster the formation of an educational system that produces not only intellectually competent graduates, but also ethical, environmentally conscious, and spiritually responsible graduates. Therefore, the Halal Haram model has the potential to be redefined as a global ethical foundation for Islamic education.