Reconceptualization of an Inclusive Religious Education Curriculum Basedon the Integration of National Pluralism Values

Abstract

This study aims to reconceptualize an inclusive religious education curriculum through the integration of national pluralism values into the theological substance of learning. The study employs a qualitative approach based on library research using content analysis and thematic synthesis of relevant national and international literature. The findings produce the Inclusive Religious Education Curriculum Reconceptualization Model Based on the Integration of National Pluralism Values (RIK-PK Model), which consists of a reflective theological foundation, curriculum integration structure, dialogical learning system, and reflective evaluation system. The model demonstrates that pluralism values should not be treated as supplementary content but must be structurally embedded within the religious education curriculum. This integration fosters civic-religious awareness, enhances students’ dialogical competence, and strengthens the internalization of tolerance values in multicultural contexts. The study contributes theoretically to curriculum studies in religious education and provides practical implications for curriculum developers and educators in designing more inclusive and transformative religious education in a plural society.