Islamic religious education curriculum as an instrument of reproduction of state ideology: critical discourse analysis of the ministry of education and culture textbook era 2013-2024

Abstract

This article analyzes the textbook on Islamic Religious Education and Ethics published by the Ministry of Education and Culture as an instrument for reproducing state ideology in the era of the 2013 Curriculum to the Independent Curriculum. The urgency of the study departs from the position of the IRE textbook which not only functions as a pedagogical tool, but also as an arena for the production of meaning about Indonesian Muslim identity, citizenship, nationality, tolerance, and social compliance. The purpose of the research is to reveal the ideological construction of Indonesian Muslims, the discourse strategies used in the naturalization of dominant values, and the relationship of text change with Indonesia's socio-political transformation for the period 2013-2024. The research uses a qualitative-critical approach with a document analysis design. The research corpus is in the form of IRE textbooks at the junior high school level VII, VIII, and IX in three main editions, namely the initial 2013 Curriculum, the revised 2013 Curriculum, and the Independent Curriculum. The analysis was carried out through Fairclough's three-dimensional model which includes text analysis, discursive practices, and social practices, and deepened with van Dijk's ideological square. The results of the study show that IRE textbooks construct ideal Muslim subjects as religious, moderate, nationalist, and obedient citizens to national consensus. The dominant discourse strategy is seen through normative modalities, selective intertextuality, nominalization, and the preparation of opposition between moderate Muslims and distorted constructed groups. The impact of this research lies in strengthening the ideological literacy of teachers, students, and curriculum designers so that IRE textbooks are read reflectively, critically, and democratically.