The present study aimed to develop the curriculum model of Islamic Religious Education based on integrated thematic. The research model used was Research & Development referring to the development model of Borg & Gall. The instruments employed in this research included observation, literature study, and questionnaire. The result of the study revealed that the PAI teachers had not yet implemented the integrated thematic-based learning since the syllabus and handbook provided by the ministry of religion had not been based on the integrated-thematic basis.   Therefore, they needed the PAI curriculum model that was based on the integrated thematic one. The validation result from the material expert of the product can be categorized as “very valid”, the linguist was considered “fairly valid”, and the education practitioner was “very valid”. The product feasibility of the integrated thematic-based PAI curriculum model was reviewed after the learning activities by using the integrated thematic-based PAI learning. Based on the responses given by the students, it can be concluded as follows: 1). The students are more enthusiastic and actively involved in the learning process, and 2). The interaction between the teacher and students is deemed better and more alive, as well as. Based on the valuation, then, the integrated thematic-based PAI curriculum is considered feasible to use in order to improve the quality of PAI learning at ibtidaiyah level.