Optimizing the Islamic Education Curriculum to Fight Religious Radicalism in Indonesia

Abstract

Religious radicalism emerging within educational environments in Indonesia reflects a gap in the learning system, which ideally should serve as a medium for the internalization of values such as tolerance, diversity, and peace. This study aims to examine the strategic role of the Islamic Religious Education (IRE) curriculum in countering the spread of radical ideologies among the younger generation. A qualitative approach was employed using a systematic literature review method, focusing on content analysis of the curriculum, instructional strategies, the role of educators, and the influence of institutional environments. Data were collected from various relevant scholarly sources and analyzed thematically to identify the gap between the normative goals of the curriculum and its practical implementation in the field. The findings reveal that the prevailing textualist teaching approach, with minimal dialogical engagement, creates a space for the entry of radical ideologies. Furthermore, the absence of a contextual and measurable implementation model for a curriculum promoting moderation reinforces this vulnerability. Ideally, the IRE curriculum should integrate the values of wasathiyah (moderation), justice, and compassion, delivered through dialogical methods and supported by a comprehensive evaluation system. The study concludes that the Islamic Religious Education curriculum holds significant potential as a deradicalization tool, provided it is supported by the active involvement of educators and educational institutions in fostering an inclusive, adaptive, and contextual learning ecosystem.