MUATAN NILAI-NILAI MODERASI BERAGAMA DALAM BUKU AJAR PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI KELAS VIII KEMENDIKBUDRISTEK EDISI REVISI 2021

Shulha, Musliha (2025) MUATAN NILAI-NILAI MODERASI BERAGAMA DALAM BUKU AJAR PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI KELAS VIII KEMENDIKBUDRISTEK EDISI REVISI 2021. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan Agama Islam memiliki peranan penting dalam membentuk karakter peserta didik yang moderat, toleran, dan menghargai perbedaan di tengah keberagaman masyarakat Indonesia. Dalam konteks ini, nilai-nilai moderasi beragama perlu ditanamkan melalui berbagai media pembelajaran, salah satunya melalui buku ajar. Moderasi beragama merupakan cara pandang dalam beragama yang menolak segala bentuk ekstremisme, baik yang terlalu liberal maupun terlalu konservatif. Buku ajar Pendidikan Agama Islam dan Budi Pekerti seharusnya mencerminkan nilai-nilai moderasi beragama yang menanamkan sikap toleransi, penghormatan terhadap perbedaan, serta pemahaman Islam yang rahmatan lil ‘alamin. Penelitian ini bertujuan untuk mengetahui sejauh mana nilai nilai moderasi beragama dimuat dalam buku ajar Pendidikan Agama Islam dan Budi Pekerti kelas VIII edisi revisi 2021 yang diterbitkan oleh Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Buku kelas VIII dipilih karena peserta didik pada jenjang ini berada dalam fase remaja awal (usia 12–14 tahun), di mana mereka mulai membentuk identitas kepribadian dan keyakinan, namun masih sangat dipengaruhi oleh lingkungan sekitar seperti keluarga, sekolah, dan teman sebaya. Penelitian ini merupakan studi pustaka (library research) dengan pendekatan deskriptif-analitis dan menggunakan metode analisis isi (content analysis). Teknik pengumpulan data dilakukan melalui studi literatur, dengan sumber utama berupa buku ajar yang dianalisis secara sistematis berdasarkan indikator sembilan nilai moderasi beragama. Nilai-nilai tersebut diidentifikasi dalam teks materi, gambar, dan aktivitas siswa pada setiap bab, kemudian dikategorikan dan dihitung frekuensinya. Hasil penelitian menunjukkan bahwa buku ajar ini telah mengintegrasikan sembilan nilai moderasi beragama, yaitu tawasut (moderat), tawazun (seimbang), tasamuh (toleransi), qudwah (teladan), muwathanah (kewarganegaraan), la’unf (anti kekerasan), islah (perbaikan), syura (musyawarah), dan al-‘urf (ramah budaya). Namun, distribusinya belum merata. Persentase nilai moderasi paling ii banyak ditemukan pada Bab VIII (13,74%), di ikuti Bab VII (12,21%), Bab VI (11,45%), Bab I (10,68%), Bab II (9,92%), Bab III (9,16%), Bab IV (8,39), Bab IX (8,39%), Bab X (8,39), Bab V (7,63%). Adapun nilai moderasi beragama yang paling sering muncul berturut-turut berdasarkan persentase adalah Tasamuh (20,61%), Tawassuth (16,03%), Qudwah (13,74%), Muwathanah (13,74%), I’Tidal (12,21%),Al-La’Unf (9,16%), Ishlah (7,63), As-Syura (5,34%), dan Al-Urf (1,52). Temuan ini menunjukkan bahwa buku ajar telah mengakomodasi nilai-nilai moderasi secara eksplisit maupun implisit, namun masih diperlukan pemerataan distribusi nilai agar peserta didik memperoleh pemahaman yang lebih utuh, seimbang, dan mendalam mengenai konsep moderasi beragama dalam rangka mendukung tujuan pendidikan nasional yang inklusif dan berkeadaban. Kata Kunci: Moderasi beragama, Pendidikan Agama Islam, Buku Ajar, Nilai-Nilai. iii ABSTRACT Islamic Religious Education plays a vital role in shaping students' character to be moderate, tolerant, and respectful of differences within the diversity of Indonesian society. In this context, religious moderation values need to be instilled through various learning media, one of which is textbooks. Religious moderation refers to a perspective in practicing religion that rejects all forms of extremism, whether excessively liberal or overly conservative. The Islamic Religious Education and Character Education textbook should reflect the values of religious moderation by fostering attitudes of tolerance, respect for differences, and an understanding of Islam as a religion of mercy for all (rahmatan lil ‘alamin). This study aims to examine the extent to which religious moderation values are incorporated in the Grade VIII Islamic Religious Education and Character Education textbook, revised edition 2021, published by the Ministry of Education, Culture, Research, and Technology. Grade VIII is chosen because students at this level (aged 12–14) are in early adolescence, a critical stage in shaping identity and beliefs, while still being strongly influenced by their surroundings, such as family, school, and peers. This research is a library study using a descriptive-analytical approach and content analysis method. Data collection was conducted through literature review, with the main source being the textbook, analyzed systematically based on nine indicators of religious moderation values. These values were identified within the text, images, and student activities in each chapter, then categorized and counted for their frequency. The findings show that the textbook has integrated the nine values of religious moderation, namely tawasuth (moderation), tawazun (balance), tasamuh (tolerance), qudwah (exemplary conduct), muwathanah (citizenship), la’unf (non-violence), islah (reform), syura (deliberation), and al-‘urf (cultural friendliness). However, the distribution of these values is not yet even. The highest percentage of religious moderation values is found in Chapter VIII iv (13.74%), followed by Chapter VII (12.21%), Chapter VI (11.45%), Chapter I (10.68%), Chapter II (9.92%), Chapter III (9.16%), Chapter IV (8.39%), Chapter IX (8.39%), Chapter X (8.39%), and Chapter V (7.63%). The most frequently appearing religious moderation values, in order of percentage, are Tasamuh (tolerance) at 20.61%, Tawassuth (moderation) at 16.03%, Qudwah (exemplary conduct) at 13.74%, Muwathanah (citizenship) at 13.74%, I’tidal (justice) at 12.21%, Al-La’unf (non-violence) at 9.16%, Islah (reconciliation) at 7.63%, As-Syura (consultation) at 5.34%, and Al ‘Urf (local wisdom) at 1.52%. These findings indicate that the textbook accommodates religious moderation values both explicitly and implicitly. However, a more balanced distribution is still necessary to ensure that students gain a more comprehensive, equitable, and in-depth understanding of the concept of religious moderation in support of an inclusive and civilized national education goal. Keywords: Islamic religious education, religious moderation, values, textbook.

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