The 2013 curriculum is often known as strengthening character education, learning 21st century skills with 4C culture, HOTs, and literacy. This study aims to determine changes in learning practices and innovations in the implementation of the 2013 curriculum for Islamic Religious Education at Junior High School in Malang. Research methods mixed-method research with explanatory research. data mining using questionnaires, interviews, observations, and documents. data analysis using the Miles Haberman cycle model. The results show that the change in the learning paradigm and the concept of learning practices of Islamic Religious Education is increasingly positive and innovative with the application of the 2013 curriculum. Changes occur with the practice of changing learning habits from within students to achieve good learning outcomes, including changes in attitude (affective), knowledge (cognitive), and cohesiveness (psychomotor). learning practices are also supported by ICT-based learning and learning outside the classroom. scientific approach and Skill 4 C (critical thinking, creative, collaborative, communicative) with a level of questions that lead to HOTs. The obstacles that are still faced include changing the old learning culture such as weak literacy, adequate facilities, and frequent curriculum revisions, requiring support from institutions / policy leaders in implementing the 2013 curriculum.