Implementasi Nilai Moderasi Beragama dalam Kurikulum PGMI Berbasis Merdeka Belajar

Abstract

The cultivation of religious moderation values has become an urgent priority in Islamic education, particularly in preparing prospective madrasah ibtidaiyah teachers with inclusive and tolerant character. The challenges of globalization and the rise of radicalism demand that the Islamic Elementary School Teacher Education Program (PGMI) take an active role in embedding moderation values within the learning process. This study aims to analyze the conceptualization, integration, and implementation of religious moderation values in the PGMI curriculum based on the Merdeka Belajar (Freedom to Learn) framework. The research employs a library research method with a descriptive-analytical approach by examining curriculum documents, guidelines from the Ministry of Religious Affairs and the Ministry of Education and Culture, as well as recent scholarly studies. The findings reveal that the core values of moderation tolerance, justice, balance, and national commitment have been integrated into the learning outcomes (CP), learning objectives (TP), and teaching modules of PGMI, which align with the Pancasila Student Profile and Rahmatan lil ‘Alamin learner framework. This integration is reflected in several courses such as Islamic Religious Education, Multicultural Education, and Philosophy of Islamic Education. Implementation is carried out through active learning, reflective discussions, and project-based learning, all of which foster moderate character among future teachers. The study contributes theoretically to the development of moderate Islamic education concepts and practically provides direction for strengthening the PGMI curriculum within the Merdeka Belajar framework.