Dualism in Islamic Education Teacher Development and the Gap in Religious Moderation

Abstract

This study interprets the implications of the dualism in the management of Islamic Religious Education (PAI) teachers in public schools between the Ministry of Primary and Secondary Education (Kemendikdasmen) and the Ministry of Religious Affairs (Kemenag) on ​​the understanding and implementation of Religious Moderation. This dualism in policies regarding the Continuing Professional Development (PKB) of PAI teachers creates competency gaps, particularly in contemporary ideological and religious issues.

Using mixed methods, this study analyzed policy documents, training modules, and open PAI textbooks.

The results reveal significant disparities in the emphasis of PKB materials and programs. The Ministry of Religious Affairs' guidance tends to be more explicit in integrating the values ​​of Religious Moderation (tawassuth and tawazun), while the Ministry of Education, Culture, Research, and Technology's guidance focuses more on general pedagogical aspects. This gap results in teachers' inconsistencies in interpreting and transforming the concept of Religious Moderation into open materials and classroom practices.

The main recommendation of this research is the need for a single policy synergy and the development of a shared curriculum framework to ensure uniform understanding and strengthen the role of Islamic Religious Education teachers as primary agents of mainstreaming Religious Moderation in schools.