Abstract
Background and Objective: The present study was conducted with the aim of designing a “desirable curriculum model for religious education” for the elementary education level, based on the three domains of doctrinal, worship, and ethical education outlined in the Fundamental Transformation Document of Education. The main research problem concerns the existing gap between the ideal objectives of this document and the realities of its implementation in schools. Accordingly, the study aimed to develop a comprehensive framework based on Tyler’s Curriculum Model—including objectives, content, methods, and evaluation.
Research Method: This study employed a sequential exploratory mixed-methods approach and was conducted in two phases. In the qualitative phase, through content analysis of the Fundamental Transformation Document and semi-structured interviews with 20 experts in education and educational sciences, 145 initial codes and 12 subcategories were extracted and organized around the core category of “integrating and strengthening students’ religious identity.” In the quantitative phase, a researcher-made questionnaire consisting of 67 items was administered to a sample of 384 participants. The factor structure of the instrument was identified through exploratory factor analysis, and the proposed model was validated using structural equation modeling based on the partial least squares (PLS) approach.
Findings: The findings indicated that “teaching-learning methods” had the highest path coefficient
(β = 0.876) and coefficient of determination (R² = 0.71), making it the strongest predictor of the model. This was followed, respectively, by content (β = 0.812), objectives (β = 0.745), and evaluation (β = 0.698). The model fit indices (SRMR = 0.54 and NFI = 0.912) also confirmed the adequacy of the proposed model structure.
Conclusion: The main conclusion of the study is that, in religious education at the elementary level, “how implementation takes place” is more important than content alone or objective-setting. Sustainable transformation in this field requires a transition from a content-oriented approach toward a method-oriented and participatory approach. The study also presents recommendations for textbook authors, educational policymakers, teachers, and future researchers.