Leadership Accountability and Curriculum Insertion for Religious Moderation in Indonesian Islamic Higher Education
DOI:
https://doi.org/10.15408/tjems.v13i1.50670Keywords:
leadership accountability, curriculum insertion, Islamic higher education, religious moderation, CIPP evaluation, akuntabilitas kepemimpinan, insersi kurikulum, moderasi beragama, pendidikan tinggi Islam, evaluasi CIPPAbstract
Abstract
This study evaluates the governance and curricular implementation of religious moderation in Indonesian Islamic higher education (PTKI) using Stufflebeam’s Context, Input, Process, and Product (CIPP) model. A convergent mixed-methods design combined survey responses from 185 lecturers, students, and program managers with 15 interviews, observations of eight classes, and analysis of leadership performance contracts (LPCs/Perkin), institutional documents, and 45 semester learning plans (SLPs/RPS). The findings show a gap between institutional governance and classroom practice. Among respondents, 78.4% reported that executive LPCs contained no religious moderation targets, 34.6% reported no dedicated moderation unit, and 62.2% reported no internal university funding for the program. At the pedagogical level, 70.3% reported moderation-related content in SLPs, while 85.4% indicated that the insertion did not disrupt core course content. Nevertheless, 48.1% identified managing controversial classroom discussion as the main pedagogical challenge. The study proposes a CIPP-based governance model that links measurable executive accountability, stable institutional support, curriculum insertion, and lecturer development in dialogue facilitation. The findings indicate that curricular initiative can advance religious moderation, but its sustainability depends on stronger institutional accountability and resourcing.
Abstrak
Penelitian ini mengevaluasi tata kelola dan penerapan moderasi beragama dalam kurikulum pendidikan tinggi keagamaan Islam (PTKI) di Indonesia dengan model Context, Input, Process, dan Product (CIPP) Stufflebeam. Desain metode campuran konvergen menggabungkan survei terhadap 185 dosen, mahasiswa, dan pengelola program dengan 15 wawancara, observasi pada delapan kelas, serta analisis perjanjian kinerja pimpinan (Perkin/LPC), dokumen kelembagaan, dan 45 rencana pembelajaran semester (RPS/SLP). Temuan menunjukkan kesenjangan antara tata kelola institusi dan praktik pembelajaran. Sebanyak 78,4% responden menyatakan Perkin pimpinan belum memuat target moderasi beragama, 34,6% melaporkan belum ada unit khusus, dan 62,2% menyatakan program tidak memperoleh pendanaan internal perguruan tinggi. Pada tingkat pedagogis, 70,3% responden melaporkan muatan moderasi dalam RPS, sedangkan 85,4% menilai insersi tersebut tidak mengganggu substansi utama mata kuliah. Namun, 48,1% menyebut pengelolaan diskusi kontroversial sebagai tantangan utama. Penelitian ini menawarkan model tata kelola berbasis CIPP yang menghubungkan akuntabilitas pimpinan, dukungan kelembagaan, insersi kurikulum, dan pengembangan kemampuan dosen dalam memfasilitasi dialog. Temuan menegaskan bahwa inisiatif kurikuler memerlukan akuntabilitas dan dukungan sumber daya yang lebih kuat agar berkelanjutan.
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