MODERASI BERAGAMA (WASATHIYYAH) DALAM KURIKULUM PENDIDIKAN ISLAM MODERN

Abstract

This study aims to examine and formulate a comprehensive framework for integrating religious moderation (wasathiyyah) into the modern Islamic education curriculum, covering philosophical, theoretical, and implementative aspects. The background of this research is grounded in the rising tide of radicalism and extremism that infiltrates through narrow religious understandings within educational spaces, as well as the existing gap in literature that remains partial and has not yet provided a complete framework for curriculum reconstruction based on wasathiyyah. This study employs a qualitative approach with library research as the research type. Primary data sources include policy documents such as the Merdeka Curriculum and the Wasathiyyah Islam document issued by the Ministry of Religious Affairs of the Republic of Indonesia, while secondary sources consist of academic books, indexed journal articles, and conference proceedings. Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that integrating wasathiyyah requires a paradigm shift from an additive approach (adding content) toward a comprehensive curricular paradigm by reconstructing four curriculum components simultaneously: objectives, content, methods, and evaluation. The philosophical-theological foundation of wasathiyyah, rooted in QS. Al-Baqarah: 143 and the principle of the golden mean, serves as a normative foundation that must be translated into contextual educational practices. The structural dilemma between pesantren traditions and modernization can be addressed through creative adaptation of classical values without reducing their substance. This study also finds that the gap between macro-level policy and micro-level implementation necessitates systematic teacher capacity building, as well as a holistic approach involving school culture and co-curricular and extracurricular activities. The contribution of this study lies in developing an integrative framework that positions religious moderation not merely as additional teaching material but as a paradigm influencing all components of education. This study recommends the need for continuous teacher mentoring policies, revitalization of teacher education curricula, and further empirical studies to measure the effectiveness of implementation.