<![CDATA[The mainstreaming of religious moderation in Indonesian Islamic education still faces a gap between formal curriculum documents (which contain minimal moderation content) and hidden curriculum practices (which are rich in transmitting tolerance values). This study aims to map the forms, locations, and operating mechanisms of the hidden curriculum within the PAI (Islamic Religious Education) curriculum structure, analyze its contribution to the four pillars of religious moderation, and formulate an intentional design integration model. Using a qualitative approach with a multiple case study design across five secondary institutions in Bandung, Cianjur, and Lumajang, data were collected through document analysis, participatory observation, in-depth interviews with 45 participants, and focus group discussions. Thematic analysis revealed that the ratio of hidden curriculum to formal documents reached 3.75:1, with the anti-violence and local culture-accommodative pillars entirely dependent on hidden practices. The interactional dimension particularly teacher modeling was identified as the most powerful transmission mechanism. This study provides the first empirical map integrating hidden curriculum, moderate character, and the formal PAI curriculum structure within a single analytical framework.]]>
Copyrights © 2026
