THE IMPLEMENTATION OF RELIGIOUS MODERATION VALUES IN THE ISLAMIC EDUCATION CURRICULUM IN SCHOOLS AND ISLAMIC BOARDING SCHOOLS

Abstract

Religious moderation has become a strategic issue in Islamic education amid the increasing challenges of intolerance and religious extremism. Islamic education plays a vital role in shaping learners’ religious understanding and attitudes that are balanced, inclusive, and oriented toward social harmony. This study aims to examine the implementation of religious moderation values in the Islamic Education curriculum, including the formulation of learning objectives, the development of teaching materials, learning strategies, evaluation methods, as well as the role of supporting activities and institutional culture. This study employs a library research method with a qualitative-descriptive approach, involving an analysis of relevant books, journal articles, and policy documents. The findings indicate that values of religious moderation—such as tawassuth, tawazun, tasamuh, and i‘tidal—can be effectively implemented when they are systematically integrated into the curriculum and supported by a dialogical and tolerant culture within schools and Islamic boarding schools. Such implementation contributes to the formation of learners’ character that is moderate, critical, and capable of living peacefully within a multicultural society.