Abstract The main key to quality and quality in an educational institution lies in its curriculum. A good curriculum will produce good quality and quality of education, and vice versa. The development ofthe KKNI-based curriculum which is oriented towards independent learning in independent campuses is left entirely to each university (PT). The KKNI-based curriculum which is oriented towards independent learning on an independent campus can be adapted to the needs of students so as tocreate an active, innovative, unrestrictive learning culture that can be adapted to the talents and interests of students. The subject that we will develop in this research is the subject of Islamic Religious Education of Educational Technology. One of the reasons we chose to develop the Islamic Religious Education of Educational Technology Course Curriculum, namely: 1) The Islamic Religious Education of Educational Technology course is one of the subjects that must be followed by every student of the Islamic Religious Education Department at STAIPANA Bangil, 2) there is no guide book from the Kopertais IV in the design, implementation and evaluation of courses in Islamic Religious Education of Educational Technology in particular. This research is intended to develop a KKNI-oriented Islamic Religious Education of Educational Technology course. The purpose of this study was to produce a curriculum document for the Islamic Religious Education of Educational Technology course for the fourth semester of the Islamic Religious Education Departement PAI STAIPANA Bangil. The development of the TEP curriculum for Islamic Religious Education uses the grass roots model. The grass roots model steps that will be carried out in the development of the Islamic Religious Education of Educational Technology curriculum are, 1) determining the place where curriculum development will be carried out, 2) organizing and determining curriculum development planning procedures, 3) selecting and involving curriculum developers, 4) evaluating curriculum documents. The data collection process carried out by there searcher was observation, interviews, questionnaires and documentation. The data analysis technique in the Development of the Islamic Religious Education of Educational Technology Curriculum uses a qualitative descriptive analysis. In this data analysis technique, data analysis was carried out from validators. The results of the research on developing the Islamic Religious Education of Educational Technology curriculum are: 1) the Islamic Religious Education of Educational Technology curriculum product in the form of RPS for PAI learning technology courses, 2) The validation results from experts, namely the development of the PAI learning technology curriculum are declared valid. With the results of the first calculation, this curriculum was validated to a material expert, namely the Chair of the PAI STAI Pancawahana Bangil Study Program at 88.85%. Second to curriculum experts, namely Deputy Chair I of STAI Pancawahana Bangil at 86.67% and, thirdly to the Quality Assurance Institute at STAI PancawahanaBangil at 98.3%. This shows that the Islamic Religious Education of Educational Technology course curriculum can be developed and applied to the PAI Department, especially in the Islamic Religious Education of Educational Technology subject for 4th semester students PAI easily. Keywords: curriculum development, TEP PAI, KKNI, Freedome Learning- Freedome Campus (MBKM)