<![CDATA[This study critically examines how interfaith themes and religious pluralism are represented in Indonesia’s national religious education curricula by comparing two of Indonesia’s latest curricula: Kurikulum 2013 (K13) and Kurikulum Merdeka (KM). Although Indonesia is characterized by profound religious diversity and an official commitment to moderasi beragama (religious moderation), religious instruction remains confessional and segregated by student affiliation. Using a qualitative document-based approach, this research analyzes curriculum frameworks, policy documents, and secondary-level textbooks through curriculum content analysis and critical discourse analysis. The findings reveal that K13 primarily emphasizes doctrinal consolidation and moralistic tolerance, offering limited substantive engagement with religious others. Interfaith relations are framed largely in abstract or cautionary terms, reinforcing a mono-religious learning model. In contrast, Kurikulum Merdeka (KM) introduces a discursive shift toward pluralism, particularly through the Profil Pelajar Pancasila and project-based P5 modules, which create opportunities for dialogical and experiential engagement with diversity. However, the confessional structure of religious education persists, and implementation varies across contexts. The study concludes that while Kurikulum Merdeka (KM) signals important ideological and pedagogical progress, structural constraints and uneven teacher preparedness continue to limit the development of meaningful interfaith religious literacy in Indonesia’s plural society.]]>
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