CURRICULUM FOR MULTICULTURAL ISLAMIC EDUCATION AND RELIGIOUS MODERATION AT JAMBUDESA PUBLIC ELEMENTARY SCHOOL

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 2, Mei 2026 CURRICULUM FOR MULTICULTURAL ISLAMIC EDUCATION AND RELIGIOUS MODERATION AT JAMBUDESA PUBLIC ELEMENTARY SCHOOL *1 Annisa Nur Baeti, 2Muhammad Bintang Satriawan, 3Nuita Alifia Hasanah 1.2.3 Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto Email: *, , 3 Abstract This study develops a comprehensive multicultural Islamic education curriculum grounded in religious moderation principles, specifically designed for SD Negeri 1 Jambudesa a rural elementary school in a religiously diverse community. Preliminary research using qualitative methods including participatory observation, intensive interviews with two Islamic education teachers, and focus group discussions with ten students revealed critical findings: 67% of students demonstrate limited understanding of religious moderation in daily life, while 45% face challenges in positive interaction with peers holding different religious perspectives. The study identified five key needs: urgent teacher training in religious moderation pedagogy, limitations in textbook materials addressing pluralism, structured yet naturally inclusive school culture, gaps between doctrinal knowledge and practical social values application, and potential value conflicts between home and school. Grounded in theoretical frameworks of religious moderation, multicultural education (Banks), moral development (Kohlberg), social constructivism (Vygotsky), and ecological development (Bronfenbrenner), the curriculum comprises five modules integrated into Islamic Religious Education instruction: (1) Islam as Mercy for All Worlds (Rahmatan Lil Alamin), (2) Noble Character in Diverse Society, (3) Friendship and Dialogue Skills, (4) I Love Pluralistic Indonesia, (5) Wise Media Use and Countering Hoaxes—totaling 72 teaching hours annually distributed across grades 4–6. Learning outcomes emphasize integration of spiritual devotion with inclusive social practice, critical thinking against extremist narratives, and active peace-building agency. Implementation strategy encompasses pilot classes, comprehensive teacher training, cross-curricular integration, and external partnerships with interfaith forums. Monitoring mechanisms employ tolerance surveys, classroom observation, and social project reports. This curriculum model demonstrates potential for replication in other primary schools as a concrete contribution toward building a peaceful, tolerant, and unified Indonesia within religious diversity. Keywords: Multicultural Education, Religious Moderation, Islamic Education, Interfaith Dialogue, Primary Education, Indonesia. Abstrak Penelitian ini merancang kurikulum Pendidikan Islam multikultural yang menanamkan moderasi beragama, khusus untuk SD Negeri 1 Jambudesa—sekolah dasar pedesaan di lingkungan beragam agama. Dari observasi awal, wawancara dua guru PAI, dan focus group discussion (FGD) dengan sepuluh siswa, terungkap bahwa 67% siswa kurang 647 Lisensi Creative Commons Atribusi 4.0 Internasional paham moderasi beragama dalam kehidupan nyata, sementara 45% kesulitan akrab dengan teman beda keyakinan. Penelitian mengidentifikasi lima kebutuhan mendesak: pelatihan guru dalam pedagogi moderasi, materi pluralisme di buku teks, budaya inklusif yang terstruktur, jembatan pengetahuan doktrin ke praktik sosial, serta selaraskan nilai rumah-tangga dan sekolah. Kurikulum ini berpijak pada teori moderasi beragama Kementerian Agama, pendidikan multikultural Banks, perkembangan moral Kohlberg, konstruktivisme sosial Vygotsky, serta ekologi perkembangan Bronfenbrenner. Lima modul terintegrasi ke dalam pembelajaran Pendidikan Agama Islam: (1) Islam Rahmatan lil 'Alamin, (2) Akhlak Mulia di Masyarakat Beragam, (3) Keterampilan Berteman dan Berdialog, (4) Aku Cinta Indonesia yang Plural, (5) Bijak Bermedia dan Lawan Hoaks— total 72 jam pembelajaran per tahun untuk kelas 4–6. Capaian pembelajaran menekankan integrasi takwa spiritual dengan praktik sosial inklusif, berpikir kritis antiekstremis, dan agen perdamaian aktif. Implementasi melalui kelas pilot, workshop guru, integrasi lintas mata pelajaran, serta mitra FKUB (Forum Kerukunan Umat Beragama). Mekanisme monitoring mencakup survei toleransi, observasi kelas, dan laporan proyek. Model kurikulum ini menunjukkan potensi replikasi di sekolah dasar lain sebagai kontribusi nyata membangun Indonesia yang damai dan bersatu dalam keragaman. Kata kunci: Pendidikan Multikultural, Moderasi Beragama, Pendidikan Agama Islam, Dialog Antaragama, Sekolah Dasar, Indonesia. INTRODUCTION Jambudesa State Elementary School 1 is located in Jambudesa Village, Karanganyar Subdistrict, Purbalingga Regency, and serves 218 students spread across 10 classes. The students’ religious composition reflects the diversity of the local community: 80% come from Nahdlatul Ulama Muslim families, 15% from Muhammadiyah, and 5% from other Islamic organizational backgrounds. Socio-economically, about 60% of students come from lower-middle-class families with parents working as farmers, laborers, and merchants, while 40% come from upper-middle-class families whose parents are civil servants, teachers, and business owners. The school has 14 teachers with bachelor’s degrees, two of whom specialize in teaching Islamic Religious Education (PAI). The school’s unique location—nestled between a church and a mosque in a densely populated neighborhood—naturally acclimates students to interacting with peers of different faiths as a normal part of daily life. The institutional vision emphasizes the development of a generation with noble character, intellectual intelligence, and a global perspective. However, in practice, there remains a significant gap between the articulated vision and pedagogical implementation that truly respects diversity. Preliminary research conducted on November 5–7, 2025, using qualitative methodology—including participatory classroom observation, in-depth interviews with two PAI teachers, three homeroom teachers, the principal, and ten students from grades 4–6—revealed substantial pedagogical challenges. The investigation found that 67% of students maintained a limited understanding of how religious moderation is manifested in authentic real-life contexts, while 45% faced real difficulties in maintaining positive engagement with peers who hold different religious worldviews. These empirical findings 648 point to an acute need for systematic curriculum innovation that deliberately integrates frameworks of multiculturalism and religious moderation throughout Islamic religious education, thereby advancing students’ emerging capacity for inclusive thinking into a practice that is conscious, intellectually coherent, and institutionally supported. A framework for such reform finds a strong theoretical foundation in the four fundamental pillars of religious moderation recognized by the Ministry of Religious Affairs of the Republic of Ind (...truncated)