Moderasi Beragama Dalam Kurikulum Aik Di Perguruan Tinggi Muhammadiyah

Tantangan Dan Strategi Di Era Post-Truth

Abstract

The post-truth era is characterized by the dominance of emotional reasoning, subjective preferences, and the widespread circulation of disinformation that distorts public understanding of truth. Muhammadiyah Universities, as institutions rooted in Islamic reform (tajdid), hold a strategic mandate to cultivate moderate religious reasoning through the Al-Islam and Kemuhammadiyahan (AIK) curriculum. This article examines the integration of religious moderation within the AIK curriculum and identifies the challenges of its implementation amidst the rapid expansion of manipulative digital information. This study employs in-depth literature review and curriculum document analysis from several Muhammadiyah Higher Education institutions. A descriptive qualitative approach is used to interpret the curricular structure, pedagogical orientation, and institutional responses in facing post-truth disruptions. The findings reveal that AIK curricula incorporate the principles of religious moderation across theological-normative, pedagogical-humanistic, and cultural-practical dimensions. However, its implementation faces critical challenges, including identity polarization, algorithm-driven religious bias on digital platforms, low levels of students’ digital religious literacy, and the rising influence of populist religious narratives. This article proposes five strategic responses: strengthening critical digital literacy, developing narrative-dialogical learning models, aligning AIK materials with contemporary issues, empowering lecturers as agents of moderation, and reinforcing institutional collaboration in character development programs. The study concludes that the AIK curriculum must be redesigned to be more integrative, context-responsive, and aligned with Muhammadiyah’s Progressive Islam paradigm to effectively nurture moderation among students in the post-truth era.