Exploring Inter-Religious-Based Instruction in Islamic Boarding School: Loved-Based Curriculum Perspectives

Abstract

The development of religious teaching oriented towards religious moderation and a Love-Based Curriculum within Indonesian pesantren implies the implementation of inter-religious instruction incorporating both interfaith and intra-faith dialogue as practical strategies for fostering inter-religious competence. This study aims to address two research questions: (1) What forms of inter-religious education practices are potentially developed within the curriculum design of Shofa Marwa Islamic boarding school? and (2) How is inter-religious-based education elaborated within the Shofa Marwa curriculum design to reflect characteristics of moderation and tolerance? To answer these questions, the researchers employ a hermeneutic phenomenological design within a qualitative methodological framework. Hermeneutic phenomenology aims to analyze individuals’ lived experiences in order to understand the meaning of a phenomenon within its contextual setting through Interpretative Phenomenological Analysis (IPA). IPA facilitates an in-depth exploration of how a relatively homogeneous group interprets significant life experiences, emphasizing individual meaning-making grounded in shared thematic patterns. This study involves eight participants—five men and three women—who have taught at Shofa Marwa pesantren for between 8 to 10 years. Data is collected through semi-structured interviews and Focus Group Discussions, and analyzed using a combination of content analysis and thematic analysis.   The findings indicate that a transformation from a mono-religious instructional strategy towards inter-religious instruction fosters inclusive, pluralistic, and respectful educational practices aimed at promoting religious moderation and countering extremism. Inter-religious instruction, supported by both interfaith and intra-faith dialogue, contributes to tolerance and harmony in alignment with the principles of religious moderation and the Love-Based Curriculum. The second major finding identifies practical strategies within inter-religious instruction, including Dialog-Based Learning, Faith-Based Dialogue, and the Parallel Dialogue Model. The study’s novelty lies in its focused exploration of curriculum design that integrates inter-religious values and structured interfaith practices as a framework for developing inter-religious competence within Islamic boarding school education.