Analisis Konsep Dasar Pengembangan Kurikulum Pendidikan Islam Moderat di Madrasah

Abstract

Moderate Islamic education has emerged as a strategic response to contemporary social challenges, including intolerance, radicalism, and religious complexity in plural societies. In madrasah education, curriculum development plays a central role in systematically internalizing values of religious moderation rather than relying solely on individual pedagogical practices. This study aims to analyze conceptual foundations and key principles underlying development of a moderate Islamic education curriculum in madrasahs. The scope covers curriculum concepts, philosophical and historical foundations of madrasah education, principles of curriculum development, and strategies for implementing moderation values through pedagogical and character-based approaches. This study employs a library research method by examining classical and contemporary literature, peer-reviewed journals, policy documents, and relevant educational regulations. Findings indicate that a moderate Islamic education curriculum should function as an integrative pedagogical framework grounded in wasathiyyah, emphasizing tolerance, justice, balance, human rights, and gender equality while fostering twenty-first-century competencies. Effective implementation requires a whole-school approach integrating classroom learning, extracurricular activities, and madrasah culture. Despite contribution, the study is limited by reliance on secondary data