INTEGRASI NILAI-NILAI MODERASI BERAGAMA DALAM KURIKULUM MERDEKA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM MADRASAH

Lutfi Nur Hayati, NIM.: 22204011021 (2024) INTEGRASI NILAI-NILAI MODERASI BERAGAMA DALAM KURIKULUM MERDEKA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM MADRASAH. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research aims to: 1) describe what religious moderation values are integrated in the Merdeka curriculum of Islamic religious education (PAI) subjects in Madrasahs; 2) formulate models, processes, and stages of integration of religious moderation values in the Merdeka curriculum of PAI subjects in Madrasahs. This research needs to be carried out because of the absence of religious moderation-based PAI learning guidelines in the Merdeka curriculum. The type of research used is a qualitative approach with a library research method. The data sources used are; 1) primary data in the form of laws and regulations, government decisions and policies related to religious moderation; and 2) secondary data in the form of books, research such as journals and other scientific works. The data collected was analyzed using content analysis techniques, namely analyzing various policies and literature related to religious moderation, independent curriculum and learning integration theories. First, there are several values of religious moderation that can be integrated in PAI subjects of Merdeka curriculum, namely; (i) justice (i'tidal); (ii) balance (tawazun); (iii) tolerance (tasammuh); (iv) taking the middle way (tawassut); (v) egalitarian (musawah); (vi) deliberation (shura); (vii) pioneering (qudwah); and (viii) love for the homeland (muwathanah). Second, the integration model in learning religious moderation is at the material level by integrating it in the PAI curriculum package. The integration of religious moderation content material in the PAI curriculum package needs to use a mixed approach between curricular approach and whole approach in order to achieve learning objectives. Therefore, there are several stages that must be carried out, namely; (i) planning; (ii) implementation; (iii) evaluation. The three stages are carried out so that the integration process does not tend to be partial because the integration is carried out comprehensively and planned.

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