Evaluating Inclusive Religious Education Policy Through ReligiousModeration and Civic Values Synergy

Abstract

This study aims to analyze the synergy between religious moderation and civic values through a strategic evaluation of inclusive religious education mainstreaming policies in public schools. The study employed a qualitative approach using a policy evaluation design grounded in a naturalistic-interpretive paradigm. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed using thematic analysis. The findings reveal that the mainstreaming policy of inclusive religious education has been formally implemented through the integration of religious moderation and civic values into curricula, instructional modules, and teaching practices. However, its implementation continues to face pedagogical, structural, and cultural barriers that create gaps between policy design and classroom practice. The study further finds that the successful internalization of religious moderation and civic values is highly dependent on teachers’ ability to develop contextual, dialogical, and reflective learning experiences. Based on these findings, the study proposes an integration strategy model consisting of contextual integration, critical dialogue, value recontextualization, and transformational reflection as a pedagogical framework for strengthening inclusive religious education in public schools. These findings highlight the importance of strengthening teacher capacity, fostering inclusive school cultures, and promoting participatory learning practices to develop students who are religiously committed, moderate, tolerant, and equipped with strong civic values