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All Journal At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Southeast Asian Journal of Islamic Education
Nursani Awal Artha Nugraha
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Grounding Islamic Education Transformation in Religious Moderation: Bridging the Policy-Practice Gap in Indonesia's Merdeka Curriculum Nursani Awal Artha Nugraha; Agus Fakhruddin; Aldam Shaka Pradipta; Helmy Abdullah Helmy; Pitra Gosha Patriasya
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.12560

Abstract

The policy-practice gap constitutes a persistent challenge in Indonesia's Islamic education transformation as two landmark policy reforms converge: the Merdeka Curriculum (2022) and Presidential Regulation on Religious Moderation (2023). Despite evident institutional commitments, implementation frequently remains superficial, constraining the effectiveness of digital technology integration. Religious moderation values internalization, pedagogical innovation, and curriculum reform across diverse Islamic educational institutions. This systematic review synthesizes empirical evidence from 55 peer-reviewed, Scopus-indexed studies (2020-2025) and uses the PRISMA 2020 protocol to identify strategic pathways to bridge this gap. Findings reveal that sustainable transformation requires cross-dimensional integration of digital technology, religious moderation, pedagogical innovation, and curriculum reform, with religious moderation operationalized through wasatiyyah values and dialogical methods, which emerge as a foundational anchor of the entire transformation framework. Teacher digital competency gaps and structural policy-practice misalignment constitute the most critical implementation barriers. The integrative conceptual model constructed demonstrates that transformative success depends on three strategic pillars: strong institutional leadership, sustained teacher capacity development, and coherent alignment between policy design and field implementation capacity. These findings offer evidence-based pathways for policymakers, practitioners, and researchers committed to designing sustainable, equitable, and empirically grounded Islamic education transformation within Indonesia's Merdeka Curriculum era.
EXPLORING HUMAN NATURE AND EDUCATION THROUGH PHILOSOPHICAL ANTHROPOLOGY: A HUMANIST PEDAGOGICAL APPROACH AT MADRASAH TSANAWIYAH NEGERI 2 CIANJUR Ahmad Dimyati Ridwan; Nursani Awal Artha Nugraha; Nurti Budiyanti; Pitra Gosha Patriasya; Sephia Musyaffa Nur Aulia
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6018

Abstract

This article analyses the nature of humans and education from a philosophical anthropological perspective to develop a humanist pedagogical paradigm, using a case study at MTsN 2 Cianjur. This study is motivated by the view that humans are multidimensional beings who require holistic development of their potential. At the same time, education that is solely cognitive in nature produces a crippled generation and loses the meaning of humanity. Humanist pedagogy presents an alternative, positioning students as dialogical subjects and integrating moral and spiritual dimensions. This research uses a descriptive qualitative approach, drawing on literature, observations, interviews, and documentation. Data are analysed by integrating the frameworks of philosophical anthropology, humanist pedagogy, and Islamic educational practices. The results of the study at MTsN 2 Cianjur indicate that human nature is understood comprehensively. Students are not only seen as recipients of knowledge, but as potential beings who must be developed intellectually, morally, socially, and religiously. This paradigm is realised through participatory learning, dialogical teacher-student communication, and religious habits (such as congregational prayer and tadarus), which enrich universal humanism with a transcendental Islamic dimension. This article concludes that this integration strengthens Islamic education, making it more humanistic, transformative, and relevant to the challenges of the times.
Co-Authors Agus Fakhruddin Ahmad Dimyati Ridwan Aldam Shaka Pradipta Helmy Abdullah Helmy Nurti Budiyanti Pitra Gosha Patriasya Sephia Musyaffa Nur Aulia