تمثيل التوسط الديني في كتاب اللغة العربية في المرحلة الثانوية: دراسة سيميائية برؤية رولان بارت

Safrudin, Ramadhan (2025) تمثيل التوسط الديني في كتاب اللغة العربية في المرحلة الثانوية: دراسة سيميائية برؤية رولان بارت. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study aims to explore the representation of religious moderation (Moderasi Beragama) values in Arabic language textbooks used in Indonesian Islamic senior high schools (Madrasah Aliyah), using Roland Barthes’ semiotic framework, which includes three levels of meaning: denotative, connotative, and mythological. The research is grounded in the urgent educational need to promote balanced religious values amidst increasing polarization and extremist interpretations of religion in Indonesia. Textbooks are not only instructional tools for language acquisition but also strategic instruments for cultivating ideological and moral perspectives among students. The study employs a qualitative, library-based method, utilizing semiotic content analysis and NVivo software to trace and examine nine core values of religious moderation: moderation, justice, tolerance, consultation (shura), reform, exemplary behavior (qudwah), citizenship, non-violence, and respect for local traditions (‘urf). The results indicate that the textbook conveys messages of religious moderation across all three semiotic levels. On the denotative level, narratives, activities, and illustrations promote harmony and mutual respect. On the connotative level, social and religious values align with Indonesian cultural norms. On the mythological level, the image of Islam is constructed as peaceful, inclusive, and culturally engaged. However, the study also reveals significant disparities in the representation of these values across the textbook chapters. Values such as “exemplary behavior” and “reform” appear frequently, whereas “moderation,” “non-violence,” and “respect for tradition” are underrepresented or inconsistently integrated. Furthermore, by linking the semiotic analysis with recent empirical studies, the research finds that effective internalization of these values requires integration with practical pedagogical strategies—namely dialogic, contextual, and cooperative learning methods. These approaches have shown strong potential to foster critical thinking, intercultural understanding, and a culture of peaceful coexistence in schools. The study concludes that Arabic textbooks have strategic potential as tools for instilling a balanced religious worldview in students. Nonetheless, this potential must be reinforced through more equitable and systematic integration of moderation values throughout all components of the educational content. The study recommends curriculum developers and educators enhance textbook design not only for linguistic outcomes but also for cultivating ethical reasoning and national identity rooted in religious moderation.

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