The Construction of Religious Moderation in Islamic Religious Education and Ethics Books for Secondary Schools/Vocational Schools Independent Curriculum Class XI: Critical Content Analysis from the Perspective of the Qur'an and Hadith

Abstract

Religious moderation is an important issue in Islamic education in Indonesia because religious education contributes to shaping students’ attitudes toward religious differences, social relations, and national life. Islamic Religious Education and Ethics textbooks therefore have an important role in translating moderation into religious knowledge and learning experiences. This study aims to analyze the construction of religious moderation in the Islamic Religious Education and Ethics textbook for Senior High School/Vocational School Class XI under the Independent Curriculum and examine its consistency with the principles of the Qur’an and hadith. This study employs a qualitative approach using critical content analysis. The primary source is the 2021 textbook by Abd. Rahman and Hery Nugroho. Data were analyzed through materials, Qur’anic verses, hadiths, illustrations, learning activities, questions, reflections, and evaluations using indicators of religious moderation and Islamic concepts of wasathiyyah, justice, tolerance, non-violence, and respect for human dignity. The findings show that religious moderation is present across the textbook through learning materials, Qur’anic and hadith references, examples, activities, and reflections. However, its construction is uneven. Many values remain at the level of explicit explanation and do not consistently develop into argumentative and pedagogical learning experiences. From the perspective of the Qur’an and hadith, the construction is consistent with the principles of wasathiyyah, justice, respect for diversity, and non-coercion, although further pedagogical development is needed.