Integrating the Value of Religious Moderation into the Islamic Religious Education Curriculum to Counter Social Polarization in Junior High Schools
DOI:
https://doi.org/10.58192/insdun.v5i1.4319Keywords:
Character Education, Curriculum, Islamic Religious Education, Religious Moderation, Social PolarizationAbstract
The rise of digital media, identity politics, and narrow interpretations of religious texts is escalating the social polarization among adolescents based on religion. Educational institutions, particularly through Islamic Religious Education (PAI), are essential in promoting moderate, tolerant, and inclusive views on religion. This study aims to explore how integrating principles of religious moderation into the PAI curriculum can act as an educational resource to reduce social polarization among junior high school students. This study utilizes a qualitative approach that includes a literature review and examination of curriculum documents. The results suggest that integrating values of religious moderation into the objectives, resources, methods, and evaluation of PAI education can improve tolerance, reduce harmful stereotypes between groups, and foster a culture of dialogue among students. As a result, PAI functions not only as a means of delivering religious lessons but also as an instrument for shaping national identity and promoting social unity.
References
Apple, M. W. (2012). Education and power (2nd ed.). Routledge.
Azra, A. (2012). Pendidikan Islam: Tradisi dan modernisasi menuju milenium baru. Kencana.
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
Hidayat, N., & Mahmud, A. (2022). Pendidikan agama berbasis toleransi dalam mencegah radikalisme di sekolah menengah. Jurnal Pendidikan Islam, 11(2), 145–160.
Kementerian Agama Republik Indonesia. (2019). Moderasi beragama. Badan Litbang dan Diklat Kementerian Agama RI.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2022). Kurikulum Merdeka: Capaian pembelajaran Pendidikan Agama Islam dan Budi Pekerti jenjang SMP. Kemendikbudristek.
Madjid, N. (2000). Islam, kemodernan, dan keindonesiaan. Paramadina.
Muhaimin. (2012). Paradigma pendidikan Islam: Upaya mengefektifkan pendidikan agama Islam di sekolah. Remaja Rosdakarya.
Nasution, H. (1995). Islam rasional: Gagasan dan pemikiran. Mizan.
Rohman, A. (2019). Moderasi beragama dalam pendidikan Islam di Indonesia. Jurnal Pendidikan Agama Islam, 16(2), 123–134.
Saeed, A. (2006). Interpreting the Qur’an: Towards a contemporary approach. Routledge.
Sunstein, C. R. (2018). #Republic: Divided democracy in the age of social media. Princeton University Press.
Tilaar, H. A. R. (2015). Kurikulum dan pembelajaran dalam pendidikan nasional. Rineka Cipta.
Wahid, A. (2001). Islamku, Islam Anda, Islam kita: Agama masyarakat negara demokrasi. The Wahid Institute.
Yusuf, M. (2021). Moderasi beragama dalam pendidikan Islam di Indonesia. Jurnal Studi Agama dan Masyarakat, 17(1), 45–60.
Zed, M. (2014). Metode penelitian kepustakaan. Yayasan Obor Indonesia.
Zubaedi. (2011). Desain pendidikan karakter: Konsepsi dan aplikasinya dalam lembaga pendidikan. Kencana.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
