Development and evaluation of religious moderation education curriculum at higher education in Indonesia

Abstract

This study investigates the development and evaluation of a religious moderation education curriculum at the Ponorogo State Islamic Institute of Indonesia (IAIN Ponorogo). The curriculum addressed the government’s policy of countering religious conservatism and intolerance by promoting religious moderation in higher education. A qualitative approach with a case study research descriptive design was employed. Data collection techniques included Focus Group Discussions (FGDs), interviews, observations, and documentation. The study involved 18 religious science lecturers and 97 students in the spiritual moderation education course in the first semester of 2022. The curriculum development involved adding a 2-credit Islamic and Religious Moderation course, resulting in 146 credits. The result of the study showed that there are students with knowledge, skills, and attitudes to foster religious moderation, national commitment, tolerance, non-violence, and local cultural accommodation. Evaluation of religious moderation education was based on four character aspects, with an average score of 81.9 (equivalent to a grade of 3.00) for the student group. This research contributes to understanding curriculum development and evaluation in the context of religious moderation education. It offers a novelty and valuable insights into integrating spiritual moderation principles within higher education institutions, particularly in Indonesia. The identified factors influencing curriculum effectiveness guide other institutions implementing similar programs. The study serves as a reference for promoting religious moderation and values of tolerance and cultural accommodation in academic programs. These findings support the government’s efforts to minimize conservatism and religious intolerance at the Indonesian higher education level.

Keywords:

• Management
• curriculum
• education
• religious moderation
• evaluation
• learning plans

REVIEWING EDITOR:

• Serafina Pastore
• Education, Psychology, Communication, Università degli Studi di Bari Aldo Moro
• Bari, Italy

SUBJECTS:

• Higher Education
• Curriculum Studies
• Religious Education

Acknowledgments

The authors thank all students and lecturers who have participated in this research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

M. Mukhibat

M Mukhibat is a Professor at the Departement of Islamic Education Management, at the Ponorogo State Islamic Institute, with a great interest in research on Islamic Education Management, Education Policy, Learning Management, and Curriculum Development Management. Institut Agama Islam Negeri Ponorogo, Street Pramuka No. 156 Ponorogo. East Java Indonesia email: [email protected]. Phone. [phone]

Mukhlison Effendi

Mukhlison Effendi, Associate Professor at the Faculty of Tarbiyah and Teacher Training at the Ponorogo State Islamic Institute, with a great interest in research on Islamic Education Management, Teacher professional education, Learning Management, and Curriculum Development Management. Institut Agama Islam Negeri Ponorogo, Street Pramuka No. 156 Ponorogo. East Java Indonesia Email: [email protected]

Wawan Herry Setyawan

Wawan Herry Setyawan is an Assistant Professor at the Teaching Faculty of Education at the Islamic University of Kadiri, Kediri. Completed Strata 1 in University English Language Education Islam Kadiri 2005, Master of English Language Education at Widya Mandala Catholic University of Surabaya 2009 and Completed the Doctoral Program in Educational Technology at Surabaya State University 2019. Career as Lecturer at Islamic University Kadiri from 2009 until now. Teaching at the Teacher Training Faculty of the English Language Education Study Program. Aside from being an academic, he is also an educational practitioner by establishing a Language Center for English and Arabic. Playing an active role in Scientific forums and Educational Consultants through educational foundations and Companies in Scientific Publications. He has been an expert facilitator/trainer for implementing the Independent Learning Curriculum from 2021–2023. He has been a Lecturer since 2009 until now. Email: [email protected]; [email protected] Phone. [phone]

M. Sutoyo

M. Sutoyoo, is, Associate Professor at the faculty of tarbiyah and teacher science, Ponorogo State Islamic Institute, Indonesia; he is very concerned with education and learning, the spiritualization of Islamic education in the contemporary era Street Pramuka No. 156 Ponorogo. East Java Indonesia Email: [email protected]