Conceptual Model of Islamic Education Curriculum Transformation Based on Religious Moderation and Social Cohesion for the Prevention of Social Polarization in a Plural Society
Abstract
Social polarization is becoming an increasingly complex challenge in pluralistic societies because it has an impact on weakening social integration, increasing intolerance, and declining social cohesion. This research aims to analyze the urgency of transforming the Islamic Education curriculum in the face of social polarization and formulate a conceptual model of the Islamic Education curriculum based on religious moderation and social cohesion as a strategy to prevent social polarization. The research uses a qualitative approach with library research design. Data was obtained through a systematic literature search on Scopus, Dimensions, Crossref, Google Scholar, and SINTA-accredited national journals with a publication range of 2021–2026. Of the 286 documents identified, 37 publications met the inclusion criteria and were analyzed using content analysis and thematic analysis. The analysis produced four main themes, namely the transformation of the Islamic Education curriculum, the internalization of the value of religious moderation, the strengthening of social cohesion, and the prevention of social polarization. The synthesis of the four themes resulted in a conceptual model consisting of six components, namely philosophical foundations, sociological foundations, goal transformation, materials, learning strategies, and evaluation. This model explains the causal mechanism that the transformation of curriculum components internalizes the values of tawassuth, tasamuh, and i'tidal, which further strengthens social solidarity, social integration, social trust, and social inclusion as a mechanism to strengthen social cohesion that contributes to the prevention of social polarization. The contribution of the research lies in the formulation of a conceptual mechanism that connects the transformation of the Islamic Education curriculum with the strengthening of social cohesion through the internalization of religious moderation, thereby expanding the study of the transformation of the Islamic Education curriculum while providing a conceptual basis for policy development and curriculum design in a plural society. Further research is needed to test this conceptual model at various levels and contexts of educational institutions.
Keywords
References
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