Analysis of the Representation of Religious Moderation Values in Senior High School Islamic Religious Education Textbooks under the Merdeka Curriculum: A Qualitative Study Using Content Analysis
Article Sidebar
Main Article Content
Abstract
Purpose – This study aims to evaluate the representation and relevance of religious moderation values in Islamic Religious Education (PAI) textbooks for the Senior High School (SMA) level in North Sumatera. The study responds to the discrepancy between national policies emphasizing the importance of moderation and textbook content that does not fully reflect principles of inclusivity, pluralism, and interfaith dialogue.
Design/methods/approach – A qualitative approach was employed using the Qualitative Content Analysis (QCA) method on officially sanctioned PAI textbooks based on the Merdeka Curriculum and KMA No. 183 of 2019. The analysis was conducted on narrative content, visuals, learning activities, and other graphic elements. Data coding and interpretation were supported by ATLAS.ti software, with validity ensured through researcher triangulation and analytical auditing.
Findings – The results indicate that PAI textbooks generally represent religious moderation values such as tasamuh (tolerance), tawassuth (moderation), and i’tidal (justice). However, values such as muwathanah (national commitment) and musawah(equality) remain underrepresented. Visual aspects and the integration of learning technology are also minimal, and weaknesses were identified in the editing of religious terminology.
Research implications – The study's results serve as a foundation for policymakers, textbook authors, and educators to revise instructional materials to be more inclusive in narrative, visual, and digital dimensions. Recommendations are directed toward strengthening the internalization of moderation values through contextual pedagogical approaches and technology integration.
Downloads
Article Details
References
Bahri, R., Rofiqi, M., Kusaeri, & Rusydiyah, E. F. (2025). Religious moderation education: A comparative study of Islamic approaches in Indonesia and Malaysia with implications for faith-based education. International Studies in Catholic Education, 1–23. https://doi.org/10.1080/19422539.2025.2519727
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2024). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2442235
Demir, N., & Yurdakul, B. (2015). The examination of the required multicultural education characteristics in curriculum design. Procedia - Social and Behavioral Sciences, 174, 3651–3655. https://doi.org/10.1016/j.sbspro.2015.01.1085
Effendi, S., Haya, F. N., & Khuriyah, K. (2025). Representasi nilai-nilai moderasi beragama dalam buku teks Pendidikan Agama Islam kelas VII tingkat SMP Kemendikbud Kurikulum Merdeka. Jurnal Riset Rumpun Agama dan Filsafat, 4(1), 406–424. https://doi.org/10.55606/jurrafi.v4i1.4677
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1). https://doi.org/10.1177/2158244014522633
Fa’atin, S., & Swastika, Y. I. (2022). Pola representasi moderasi beragama dalam buku teks pembelajaran madrasah: Studi content analysis. QUALITY: Journal of Empirical Research in Islamic Education, 10(2), 325–346. https://doi.org/10.21043/quality.v10i2.17627
Hasan, K., & Juhannis, H. (2023). Religious education and moderation: A bibliometric analysis. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2292885
Katsarska, M. (2005). Reading textbooks interculturally, Helpdesk for intercultural evaluation of learning materials. Managerial Law, 47(3/4), 159–168.
Kohlbacher, F. (2006). The use of qualitative content analysis in case study research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 7(1). https://doi.org/10.17169/fqs.7.1.75
Majadly, H., & Amara, M. (2025). Cultural identity in the Arabic language textbooks of Arab elementary schools in Israel. International Journal of Educational Research, 130. https://doi.org/10.1016/j.ijer.2025.102550
Mansur, A., & Bakar, A. (2024). Analisis filosofis materi buku ajar PAI dalam muatan moderasi beragama. Al-Mutharahah: Jurnal Penelitian dan Kajian Sosial Keagamaan, 21(01), 552–568. https://doi.org/10.46781/al-mutharahah.v21i01.812
Muchlis. (2010). Pendidikan Islam dan tantangan pluralisme. PT RajaGrafindo Persada.
Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2302308
Murfi, A. (2015). Comparison of PAI and PAK: An overview of values of multicultural education. Ta’dib: Jurnal Pendidikan Islam, 20(1), 79–102. https://doi.org/10.19109/td.v20i1.218
Musyafak, N., Munawar, I., Khasanah, N. L., & Putri, F. A. (2021). Dissimilarity implementasi konsep moderasi beragama di Perguruan Tinggi Keagamaan Islam. Conference Paper. https://www.researchgate.net/publication/354554674
Musyrifin, I. M. M., Fawwaz, M. F. A., Maesaroh, I., & Jubba, H. (2022). Upaya perwujudan moderasi beragama di kalangan siswa melalui buku teks. Al-Mutharahah: Jurnal Penelitian dan Kajian Sosial Keagamaan, 19(2), 315–332. https://doi.org/10.46781/al-mutharahah.v19i2.545
Okagbue, E. F., Wang, M., & Ezeachikulo, U. P. (2022). Does school bullying show lack of effective multicultural education in the school curriculum? International Journal of Educational Research Open, 3. https://doi.org/10.1016/j.ijedro.2022.100178
Patih, A., Nurulah, A., Hamdani, F., & Abdurrahman, A. (2023). Upaya membangun sikap moderasi beragama melalui pendidikan agama Islam dan pendidikan kewarganegaraan pada mahasiswa perguruan tinggi umum. Edukasi Islami: Jurnal Pendidikan Islam, 12(1). https://doi.org/10.30868/ei.v12i001.6139
Purwanto, Y., Firdaus, E., & Faqihuddin, A. (2024). Teaching religious moderation to pre-service teachers: An Indonesian case study. Religious Education, 119(4), 307–320. https://doi.org/10.1080/00344087.2024.2385174
Sadiah, E., Yanti, P. G., & Tarmini, W. (2024). Global diversity values in Indonesia: An elementary school high-grade Indonesian language textbook analysis. International Electronic Journal of Elementary Education, 16(3), 377–390. https://doi.org/10.26822/iejee.2024.338
Syarif, U. A. (2024). The epistemic discourse of religious moderation (Moderasi Beragama) in Indonesia. Digital Press Social Sciences and Humanities, 11, 00014. https://doi.org/10.29037/digitalpress.411466
Wahid, M. Q., Qalyubi, I., & Qamariah, Z. (2023). An analysis of cultural contents in EFL textbook: “Bahasa Inggris untuk SMP/MTs Kelas VII.” Journal on Education, 6(01), 9119–9129.
Zaluchu, S. E., Widodo, P., & Kriswanto, A. (2025). Conceptual reconstruction of religious moderation in the Indonesian context based on previous research: Bibliometric analysis. Social Sciences & Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101552