2021 年 12 巻 p. 73-84
The concern of providing religious education for all religions (REFAL) in Indonesia is being discussed in this study. It points out whether religious education is perceived as a subject or value from the perspective of multi-religious teachers and students, based on the context of urban and rural areas in Indonesia. This study also aims to show the social-religious complementary function which exists in religious communities later called religious inherency in edu-community. The religious education practices in this study are categorized into religious subject, teacher availability, teacher competency development program, learning materials, learning assessment, learning facilities, and learning activity. They lead to the existing gaps in the practice of religious education equality for each religion. Edu-community has the scheme of educational practice for reducing the religious education gaps to serve ‘each religion each education’. This scheme entails the existence of religious inherency to evoke another social function in society.