INTEGRASI KURIKULUM KOMUNIKASI DAN PENYIARAN ISLAM DALAM PENGUATAN MODERASI BERAGAMA FAKULTAS AGAMA ISLAM UNIVERSITAS MUSLIM INDONESIA

Abstract

ABSTRACT

This study aims to analyze the integration of the Islamic Communication and Broadcasting Study Program curriculum in strengthening religious moderation at the Faculty of Islamic Studies, Universitas Muslim Indonesia. Religious moderation is a crucial issue in Islamic higher education, fostering a tolerant, inclusive attitude and the ability to respond to the dynamics of a multicultural society in the digital era. The KPI curriculum is not only oriented toward mastering communication and da'wah theory but also aims to shape students' moderate character in understanding and conveying Islamic teachings. This study used a qualitative approach with descriptive methods. Data were obtained through observation, interviews, and documentation with lecturers, students, and study program administrators. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that the integration of religious moderation into the KPI curriculum is achieved through strengthening moderation-based courses, a dialogic learning approach, developing digital da'wah literacy, and communication practices that emphasize tolerance and anti-radicalism. Furthermore, the implementation of religious moderation is also realized through academic and non-academic activities that encourage students to be open to social, cultural, and religious differences.  This study concludes that the integration of the Islamic Communication and Broadcasting (KPI) curriculum based on religious moderation can create a learning pattern that instills values of tolerance, balance, and inclusiveness in students' academic lives. This integration is realized through strengthening learning materials, a dialogical approach, and internalizing the values of moderation in the educational process. The results show that a curriculum integrated with religious moderation plays a role in developing students' perspectives that are more open, respectful of differences, and capable of maintaining social harmony in community life.