PERAN KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK PANDANGAN SISWA TENTANG "DIRI" DAN "ORANG LAIN”
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Abstract
This study examines the role of the Islamic Education (PAI) curriculum in shaping students’ Islamic identity, self-perception, and perspectives toward “otherness” within Indonesia’s multicultural society. Ideally, the PAI curriculum is designed to internalize universal Islamic values such as justice, compassion, and toleranceyet in practice it still shows a significant gap between its conceptual goals and classroom implementation. PAI learning in many schools tends to be doctrinal, mono-narrative, and lacking in dialogic space, which may contribute to the development of exclusive attitudes among students. Using a library research method with content analysis of journals, books, and official documents, this study finds that the PAI curriculum holds great potential for strengthening students’ religious and moral identity but remains limited in cultivating inclusive attitudes toward diversity. The findings also highlight the need for curriculum reformulation that is more contextual, dialogical, and multicultural through learning strategies that emphasize universal human values, empathy, and social awareness. A socially and globally responsive PAI curriculum is considered essential for shaping a generation of moderate, humanistic Muslims who are capable of living harmoniously in a plural society
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Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Abas, S. Z. B., Arif, M., Damopilii, M., & Mantau, B. A. K. (2025). Internalisasi Moderasi Beragama Dalam Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Merdeka Belajar. IHSAN : Jurnal Pendidikan Islam IHSAN : Jurnal Pendidikan Islam, 3(3), 659–666. https://doi.org/https://doi.org/10.61104/ihsan.v3i3.1386
Anam, R. K. (2025). Sociology of Ereignis: A New Ontological Foundation for Prophetic Social Science. Jurnal Sosiologi Reflektif, 20(1), 31-62. https://doi.org/10.14421/k30v0343
Ananda, A., Hasanah, M., Illahi, A., Rahman, T., & Hakim, A. (2025). Pendidikan Islam sebagai Pilar Harmoni Sosial dan Keadilan Hukum dalam Masyarakat Multikultural. Al I’tibar: Jurnal Pendidikan Islam, 12(2), 148–157. https://doi.org/https://doi.org/10.30599/ekqdqa36
Arifin, M. B., & IPL, M. A. (2024). Membangun Toleransi Melalui Keberagaman Sosial Budaya Dalam Pendidikan Siswa. Muaddib:Pendidikan Agama Islam, 2(2), 84–97. https://ejournal.insuriponorogo.ac
Azizah, U. N., Anandita, S. R., & Roziqin, M. K. (2025). Peran Guru Sebagai Fasilitator Dalam Pemahaman Belajar Siswa Melalui Metode Ceramah Interaktif Di Madrasah Aliyah Mambaul Ma’arif Denanyar Jombang. Al-Furqan : Jurnal Agama, Sosial, Dan Budaya, 4(5), 1448–1461. https://publisherqu.com/index.php/Al-Furqan
DP, U. (2021). Melacak Akar Sejarah Sistem Dan Lembagaan Pendidikan Islam Pada Masa Rasulullah Saw (Periode Mekkah Dan Madinah. Cendekia: Jurnal Ilmiah Pendidikan, 9(2), 280–292. https://doi.org/10.33659/cip.v9i2.211
Ismail, H. (2025). RELEVANSI KONSEP HUKUM ISLAM DALAM MENYIKAPI ISU-ISU SOSIAL KONTEMPORER : SEBUAH TANTANGAN MODERASI. Moderasi : Journal of Islamic Studies, 05(01), 259–278. https://doi.org/https://doi.org/10.54471/moderasi.v5i1.100
Juliani, J., BagasKara, M. K., Azani, N. S., Anggraini, N., & Pratiwi, R. (2025). Kurikulum PAI Dan Pendidikan Perdamaian: Menanamkan Toleransi Di Kalangan Siswa. Mesada. https://doi.org/10.61253/3g4prk36
Khairani, F., Nurzannah, & Setiawan, H. R. (2025). PENGARUH PENGGUNAAN METODE BERVARIASI TERHADAP MINAT DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM. Berajah Journal Jurnal Pembelajaran Dan Pengembangan Diri, 5(1), 73–88. https://doi.org/https://doi.org/10.47353/bj.v5i1.564
Lubis, J. I., Sapri, S., & Fithriani, R. (2024). Hubungan Kemampuan Guru Pendidikan Agama Islam Dalam Menganalisis Kurikulum Dan Mendesain Pembelajaran Di Sma Lubuk Pakam. Research and Development Journal of Education. https://doi.org/10.30998/rdje.v10i1.22322
Maksum, H., & Albab, A. F. (2025). Kurikulum Pendidikan Islam Moderat Dalam Perspektif Al-Qur’An. Cendekiawan. https://doi.org/10.61253/cendekiawan.v4i1.298
Minabari, K. H., Adam, A., Bambang, S., Jaohar, Y., & Afiliation: (2024). Integrasi Manajemen Pendidikan dalam Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah. Edu Cendikia: Jurnal Ilmiah Kependidikan, 4(2), 631–644. https://doi.org/10.47709/educendikia.v4i02.
MUBAROK, M., & YUSUF, M. (2024). MANAJEMEN KURIKULUM PENDIDIKAN AGAMA ISLAM MULTIKULTURAL DI SEKOLAH MENEGAH ATAS ISLAM TERPADU AR-RAHMAH DALAM MENUMBUHKAN KESADARAN SISWA TERHADAP KEBERAGAMAN MASYRAKAT. Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 4(2), 199–209. https://doi.org/https://doi.org/10.51878/learning.v4i2.2830
Perawironegoro, D., Widodo, H., & Arqam, M. L. (2020). INTERNALISASI NILAI-NILAI PESANTREN BERBASIS. 3(4), 320–331. http://journal2.um.ac.id/index.php/jamp/
rahmany, M. A., & Ummah, R. (2021). Implementasi Nilai Pluralisme Dalam Pendidikan Islam. Al-Ikhtibar Jurnal Ilmu Pendidikan. https://doi.org/10.32505/ikhtibar.v8i1.624
Rusnawati, M. A. (2022). Dasar Dan Prinsip Pengembangan Kurikulum Pendidikan Agama Islam. Jurnal Azkia Jurnal Aktualisasi Pendidikan Islam. https://doi.org/10.58645/jurnalazkia.v16i1.34
Saifuddin. (2023). Inovasi Pendekatan Holistik dalam Transformasi Pendidikan Dayah Masa Depan. Edukasi Islami: Jurnal Pendidikan Islam, 12(3), 829–842. https://doi.org/10.30868/ei.v12i03.5243
Singh, N., & Gaur, S. (2024). Investigating the Antioxidative and Antihypertensive Properties of Milk-Derived Bioactive Peptides Fermented by Lactic Acid Bacteria. 3(4), 598–612. https://doi.org/https://doi.org/10.1002/fsh3.70022
Tridayatna, E., Sinaga, Permata, I., Siregar, & Akhiruddin, P. (2025). Peran Dan Tantangan Pendidikan Agama Islam Terhadap Era Globalisasi. Alacrity Journal of Education. https://doi.org/10.52121/alacrity.v5i2.751
Udin, T., Arfanaldy, S. R., Islamic, S., Nurjati, S., Learning, C., Learning, P., Learning, C., Education, E., Method, L., & Learning, P. (2025). Literature Analysis on Active Learning Models as an Alternative to the Dominance of Lecture Methods in Public Elementary Schools. Edu Cendikia: Jurnal Ilmiah Kependidikan, 5(April), 23–32. https://doi.org/10.47709/educendikia.v5i01.
Zaki, B. L. (2024). agency across policy learning theories. 52(3), 412–429. https://doi.org/10.1332/03055736Y2023D000000018
Main Article Content
Abstract
This study examines the role of the Islamic Education (PAI) curriculum in shaping students’ Islamic identity, self-perception, and perspectives toward “otherness” within Indonesia’s multicultural society. Ideally, the PAI curriculum is designed to internalize universal Islamic values such as justice, compassion, and toleranceyet in practice it still shows a significant gap between its conceptual goals and classroom implementation. PAI learning in many schools tends to be doctrinal, mono-narrative, and lacking in dialogic space, which may contribute to the development of exclusive attitudes among students. Using a library research method with content analysis of journals, books, and official documents, this study finds that the PAI curriculum holds great potential for strengthening students’ religious and moral identity but remains limited in cultivating inclusive attitudes toward diversity. The findings also highlight the need for curriculum reformulation that is more contextual, dialogical, and multicultural through learning strategies that emphasize universal human values, empathy, and social awareness. A socially and globally responsive PAI curriculum is considered essential for shaping a generation of moderate, humanistic Muslims who are capable of living harmoniously in a plural society
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Abas, S. Z. B., Arif, M., Damopilii, M., & Mantau, B. A. K. (2025). Internalisasi Moderasi Beragama Dalam Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Merdeka Belajar. IHSAN : Jurnal Pendidikan Islam IHSAN : Jurnal Pendidikan Islam, 3(3), 659–666. https://doi.org/https://doi.org/10.61104/ihsan.v3i3.1386
Anam, R. K. (2025). Sociology of Ereignis: A New Ontological Foundation for Prophetic Social Science. Jurnal Sosiologi Reflektif, 20(1), 31-62. https://doi.org/10.14421/k30v0343
Ananda, A., Hasanah, M., Illahi, A., Rahman, T., & Hakim, A. (2025). Pendidikan Islam sebagai Pilar Harmoni Sosial dan Keadilan Hukum dalam Masyarakat Multikultural. Al I’tibar: Jurnal Pendidikan Islam, 12(2), 148–157. https://doi.org/https://doi.org/10.30599/ekqdqa36
Arifin, M. B., & IPL, M. A. (2024). Membangun Toleransi Melalui Keberagaman Sosial Budaya Dalam Pendidikan Siswa. Muaddib:Pendidikan Agama Islam, 2(2), 84–97. https://ejournal.insuriponorogo.ac
Azizah, U. N., Anandita, S. R., & Roziqin, M. K. (2025). Peran Guru Sebagai Fasilitator Dalam Pemahaman Belajar Siswa Melalui Metode Ceramah Interaktif Di Madrasah Aliyah Mambaul Ma’arif Denanyar Jombang. Al-Furqan : Jurnal Agama, Sosial, Dan Budaya, 4(5), 1448–1461. https://publisherqu.com/index.php/Al-Furqan
DP, U. (2021). Melacak Akar Sejarah Sistem Dan Lembagaan Pendidikan Islam Pada Masa Rasulullah Saw (Periode Mekkah Dan Madinah. Cendekia: Jurnal Ilmiah Pendidikan, 9(2), 280–292. https://doi.org/10.33659/cip.v9i2.211
Ismail, H. (2025). RELEVANSI KONSEP HUKUM ISLAM DALAM MENYIKAPI ISU-ISU SOSIAL KONTEMPORER : SEBUAH TANTANGAN MODERASI. Moderasi : Journal of Islamic Studies, 05(01), 259–278. https://doi.org/https://doi.org/10.54471/moderasi.v5i1.100
Juliani, J., BagasKara, M. K., Azani, N. S., Anggraini, N., & Pratiwi, R. (2025). Kurikulum PAI Dan Pendidikan Perdamaian: Menanamkan Toleransi Di Kalangan Siswa. Mesada. https://doi.org/10.61253/3g4prk36
Khairani, F., Nurzannah, & Setiawan, H. R. (2025). PENGARUH PENGGUNAAN METODE BERVARIASI TERHADAP MINAT DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM. Berajah Journal Jurnal Pembelajaran Dan Pengembangan Diri, 5(1), 73–88. https://doi.org/https://doi.org/10.47353/bj.v5i1.564
Lubis, J. I., Sapri, S., & Fithriani, R. (2024). Hubungan Kemampuan Guru Pendidikan Agama Islam Dalam Menganalisis Kurikulum Dan Mendesain Pembelajaran Di Sma Lubuk Pakam. Research and Development Journal of Education. https://doi.org/10.30998/rdje.v10i1.22322
Maksum, H., & Albab, A. F. (2025). Kurikulum Pendidikan Islam Moderat Dalam Perspektif Al-Qur’An. Cendekiawan. https://doi.org/10.61253/cendekiawan.v4i1.298
Minabari, K. H., Adam, A., Bambang, S., Jaohar, Y., & Afiliation: (2024). Integrasi Manajemen Pendidikan dalam Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah. Edu Cendikia: Jurnal Ilmiah Kependidikan, 4(2), 631–644. https://doi.org/10.47709/educendikia.v4i02.
MUBAROK, M., & YUSUF, M. (2024). MANAJEMEN KURIKULUM PENDIDIKAN AGAMA ISLAM MULTIKULTURAL DI SEKOLAH MENEGAH ATAS ISLAM TERPADU AR-RAHMAH DALAM MENUMBUHKAN KESADARAN SISWA TERHADAP KEBERAGAMAN MASYRAKAT. Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 4(2), 199–209. https://doi.org/https://doi.org/10.51878/learning.v4i2.2830
Perawironegoro, D., Widodo, H., & Arqam, M. L. (2020). INTERNALISASI NILAI-NILAI PESANTREN BERBASIS. 3(4), 320–331. http://journal2.um.ac.id/index.php/jamp/
rahmany, M. A., & Ummah, R. (2021). Implementasi Nilai Pluralisme Dalam Pendidikan Islam. Al-Ikhtibar Jurnal Ilmu Pendidikan. https://doi.org/10.32505/ikhtibar.v8i1.624
Rusnawati, M. A. (2022). Dasar Dan Prinsip Pengembangan Kurikulum Pendidikan Agama Islam. Jurnal Azkia Jurnal Aktualisasi Pendidikan Islam. https://doi.org/10.58645/jurnalazkia.v16i1.34
Saifuddin. (2023). Inovasi Pendekatan Holistik dalam Transformasi Pendidikan Dayah Masa Depan. Edukasi Islami: Jurnal Pendidikan Islam, 12(3), 829–842. https://doi.org/10.30868/ei.v12i03.5243
Singh, N., & Gaur, S. (2024). Investigating the Antioxidative and Antihypertensive Properties of Milk-Derived Bioactive Peptides Fermented by Lactic Acid Bacteria. 3(4), 598–612. https://doi.org/https://doi.org/10.1002/fsh3.70022
Tridayatna, E., Sinaga, Permata, I., Siregar, & Akhiruddin, P. (2025). Peran Dan Tantangan Pendidikan Agama Islam Terhadap Era Globalisasi. Alacrity Journal of Education. https://doi.org/10.52121/alacrity.v5i2.751
Udin, T., Arfanaldy, S. R., Islamic, S., Nurjati, S., Learning, C., Learning, P., Learning, C., Education, E., Method, L., & Learning, P. (2025). Literature Analysis on Active Learning Models as an Alternative to the Dominance of Lecture Methods in Public Elementary Schools. Edu Cendikia: Jurnal Ilmiah Kependidikan, 5(April), 23–32. https://doi.org/10.47709/educendikia.v5i01.
Zaki, B. L. (2024). agency across policy learning theories. 52(3), 412–429. https://doi.org/10.1332/03055736Y2023D000000018