DEKONSTRUKSI DAN REKONSTRUKSI PARADIGMA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS MODERASI BERAGAMA: SYSTEMATIC LITERATURE REVIEW

Abstrak

This study aims to critically analyze the paradigm of Islamic Religious Education (PAI) learning and reconstruct it within the framework of religious moderation through a Systematic Literature Review (SLR) approach. The background of this research is rooted in the increasing complexity of socio-religious dynamics, which requires PAI not only to function as a medium for knowledge transmission but also as a means of fostering inclusive and moderate religious attitudes. However, existing studies indicate that PAI learning is still predominantly dominated by a normative-doctrinal paradigm characterized by textualism, exclusivism, and a lack of contextual relevance. This research employs a qualitative method using an SLR approach guided by the PRISMA framework, which includes identification, screening, eligibility, and inclusion stages. Data were collected from reputable academic databases such as Scopus, Web of Science, Google Scholar, and SINTA, covering publications from 2015 to 2025. Data analysis was conducted through thematic coding, cross-study comparison, and critical synthesis to develop a comprehensive conceptual framework. The findings reveal that studies on PAI learning within the perspective of religious moderation are largely dominated by normative-conceptual, pedagogical-implementative, and evaluative-instrumental approaches, while critical-paradigmatic studies remain significantly limited. The deconstruction of the existing paradigm uncovers epistemological, pedagogical, and sociological issues that hinder the development of inclusive PAI learning. Based on these findings, this study reconstructs a new paradigm of PAI learning grounded in religious moderation by positioning moderation as an epistemological framework, promoting dialogical and reflective learning approaches, and integrating social context into the learning process. This study proposes a conceptual model termed Moderate-Transformative Islamic Religious Education, which serves as its primary theoretical contribution. This model is expected to provide a foundation for designing PAI learning that is more contextual, inclusive, and responsive to the challenges of the disruption era.