REPRESENTASI PARTISIPASI ANAK DALAM MODERASI BERAGAMA: ANALISIS KURIKULUM RAUDHATUL ATHFAL
DOI:
https://doi.org/10.24256/tunascendekia.v8i2.5957Keywords:
kurikulum, moderasi beragama, partisipasi anak, raudhatul athfalAbstract
Partisipasi anak usia dini sebagai warga negara aktif dalam isu-isu sosial, termasuk moderasi beragama, merupakan hak fundamental yang belum banyak tereksplorasi dalam konteks pendidikan Islam anak usia dini. Penelitian ini mengkaji representasi partisipasi anak untuk moderasi beragama dalam dokumen kurikulum Raudhatul Athfal (RA). Menggunakan metode analisis dokumen dengan pendekatan kerangka kerja (framework analysis), penelitian ini menganalisis dua dokumen kurikulum RA-Keputusan Menteri Agama No. 792/2018 dan No. 347/2022—melalui dua kerangka analisis: berpikir kritis untuk moderasi beragama dan partisipasi anak usia dini untuk moderasi beragama. Hasil analisis menunjukkan bahwa kedua dokumen kurikulum tidak memuat pembahasan mengenai anak sebagai warga negara aktif dalam moderasi beragama. Anak-anak tidak direpresentasikan sebagai agen yang kompeten atau agen perubahan untuk moderasi beragama, melainkan dipandang sebagai pembelajar pasif yang sedang "menjadi" moderat. Dengan demikian, kurikulum RA belum memberikan ruang bagi anak usia dini untuk berkontribusi secara aktif dalam wacana dan praktik moderasi beragama sebagai bagian dari partisipasi publik mereka sebagai warga negara yang setara. Temuan ini mengindikasikan perlunya reorientasi kurikulum RA untuk mengakui dan mengembangkan agensi anak dalam isu-isu sosial keagamaan sejak usia dini.
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