Al-Ghazali's Sufi Thought as a Foundation of Contemporary Islamic Spirituality: Evidence from Classical and Modern Islamic Discourses

Purpose: The paper aims to explore the role and significance of qualitative methods in the research process, particularly focusing on their ability to interpret and understand complex social phenomena. It highlights the complementarity between qualitative and quantitative approaches and their joint use in comprehensive research. Design/methodology/approach: This paper utilizes a theoretical approach to describe and analyze qualitative research methods, including observation, interviews, and group discussions. The discussion is grounded in a comparison with quantitative methods, emphasizing the interpretive and subjective aspects of qualitative research, which allows for a deeper understanding of phenomena. Findings: The paper finds that qualitative methods play a crucial role in providing insights into phenomena that cannot be quantified. It highlights the importance of qualitative research in building theories from observed experiences, the value of respondents’ personal experiences, and the essential interaction between researchers and participants. The findings also support the argument that qualitative and quantitative research are complementary, and using both approaches can enhance research outcomes. Research limitations/implications: The paper acknowledges that purely qualitative research may lack generalizability due to its focus on individual or small group data. It suggests future research should continue to integrate both qualitative and quantitative methods to enhance the validity of the results. Practical implications: While not directly aimed at providing commercial or economic recommendations, the findings emphasize the importance of incorporating qualitative methods in research processes to gain richer, more contextually grounded insights that can inform policy- making, social programs, and educational practices. Social implications: The research can influence public attitudes by promoting a more nuanced understanding of social phenomena. It underscores the value of qualitative research in capturing human experiences and behaviors, which could be used to inform social policy and educational reforms. Originality/value: This paper contributes to the field by offering a comprehensive exploration of qualitative research methods, highlighting their relevance in capturing the complexities of social phenomena. It is of value to researchers in social sciences, education, and policy development who seek to integrate qualitative approaches into their research methodologies. Keywords: qualitative research, observation, interviews, social phenomena, research methodology. Category of the paper: Research Paper, Conceptual Paper.

1. Michelle Butina, PhD, MLS(ASCP)CM[⇑][1] 1. University of Kentucky, College of Health Sciences, Lexington, KY 2. Suzanne Campbell, PhD, MLS(ASCP)CM 1. Seward County Community College/Area Technical School, Liberal, KS 3. Wendy Miller, EdD, MT(ASCP)SI 1. Elgin Community College, Elgin, IL <!-- --> 1. Address for Correspondence: Michelle Butina, PhD, MLS(ASCP)CM, Assistant Professor and Program Director, Medical Laboratory Science, University of Kentucky, College of Health Sciences, 900 South Limestone Street, CTW Bldg. Rm. 126E, Lexington, KY 40536-0200, (859) 218-0852, Michelle.Butina{at}uky.edu 1. Compare and contrast qualitative and quantitative research methods and their uses. 2. Identify the five commonly used qualitative research methods. > "Within the last twenty years qualitative research has become a mature field of study with its own literature base, research journals, special interest groups, and regularly scheduled conferences". > > - Dr. Sharan B. Merriam, professor of adult education and continuing education, University of Georgia, 2009 INTRODUCTION Medical laboratory practitioners know how to perform experiments and have participated in surveys. However qualitative research and its methods remain an unknown to many in the medical laboratory science profession. This series provides readers with an introduction to qualitative research methods. A simple definition of qualitative research is not possible; therefore a description of its purpose and characteristics is provided. As Merriam (2009) described, "Qualitative researchers are interested in understanding how people interpret their experiences, how they construct their worlds, and what meaning they attribute to their experiences." The primary characteristics of qualitative research include: 1) the focus on understanding peoples' experiences with intent to convey experiences into meaning, 2) the researcher is the key instrument for data collection and analysis, 3) the research process is inductive and not deductive, and 4) the product of qualitative research is richly descriptive. Other characteristics of qualitative research include that the study design is often emergent and flexible, data is often collected in the natural setting, multiple forms of data may be collected, and sample selection is usually purposeful and small.1,2 Qualitative versus Quantitative There are three approaches to research, qualitative, quantitative and mixed methods. The qualitative research approach was introduced and described in the section above. A… 1. Compare and contrast qualitative and quantitative research methods and their uses. 2. Identify the five commonly used qualitative research methods. [1]: #corresp-1

&lt;div class="WordSection1"&gt;&lt;p&gt;I am honored for being an alumnus of KEMC, and am delighted to write this editorial for the Annals. I have, ever since done my research and taught qualitative methods, felt that clinical methods are quite akin to qualitative research. Then, why only few clinical researchers use qualitative methods? A witness to this assumption is the research published in the Annals. In this treatise, I try to identify some parallels between the two types of methods and argue for the clinicians to invest in learning qualitative research methods to practice clinical methods well.&lt;/p&gt;&lt;p&gt; Qualitative research is to identify and interpret issues from the perspective of participants, their experience of: illness or disability, using health service, and to appreciate the meanings they give to the behaviour, events or objects in the context of their social and cultural norms. In this type of research, the emphasis is on exploring the associations and understanding the phenomenon in its holism; and not, like in quantitative research, from an outsider’s perspective and for certain specific aspects.&lt;sup&gt;1&lt;/sup&gt; It requires participants with specific characteristics, selected purposely that can best inform the research topic. More participants, identified inductively during data collection, are added to develop full and multiple perspectives about the cases.&lt;sup&gt;2&lt;/sup&gt;&lt;/p&gt;&lt;p&gt; No preset data collection tool is used, instead qualitative researcher guided by a research question acts as an instrument, since the line of enquiry he changes during data collection as new understanding is gained and/or the situation changes.&lt;sup&gt;3&lt;/sup&gt; The data for research is derived from the observation, interviews or verbal interactions, focus group discussions, document reviews, life histories etc. and the researcher asks why, how and under what circumstances things occur; and not just what, where and when. It is recorded in words or pictures and log book is used to record notes arising from interviews, observations, extracts from documents etc.&lt;/p&gt;&lt;p&gt; In health care settings patients are the subjects for clinical methods. The clinician, even prior to any verbal communication, observes the patient, e.g. for his gait and appearance. If in a bed or examination couch, his posture could give some clue to the illness. Inspection, a clinical method, is like systematic observation, which is qualitative method, should be holistic. In my third year during bedside teaching, Professor (late) Rashid Ahmed Qureshi said, &lt;em&gt;“patient has come to you as a whole and not his stomach in a tray”&lt;/em&gt;, when a student straight went to examine abdomen of a patient with acute abdomen. History taking, another clinical method, is like conducting semi structured in depth interview – a qualitative research method. In both disciplines, we are told, &lt;em&gt;“not to ask leading, but follow up and probing questions”; &lt;/em&gt;and Professor (late) Alamgir Khan, while teaching clinical methods, would add, &lt;em&gt;“if a good history is taken, you will establish diagnosis in over 65% of cases”. &lt;/em&gt;Likewise, as part of history taking, documents related to patient’s illness history and treatment are reviewed similar to document review in qualitative research.&lt;/p&gt;&lt;p&gt; The two approaches however differ in how the data is analysed. In clinical practice, diagnosis is established based on the pathophysiological knowledge or patient’s clinical condition is discussed in clinicopathological conference.&lt;sup&gt;4&lt;/sup&gt; On the other hand, qualitative research employs meaning based data analysis, whereby the qualitative data is transformed into some form of explanation, understanding or interpretation of people and situation that is investigated.&lt;sup&gt;5,6&lt;/sup&gt;&lt;/p&gt;&lt;p&gt; In conclusion, the history, the observation and the review of document related to patient are since obtainned using qualitative methods, the clinician trained in these methods could not only conduct these methods well but also interpret the data to identify and detect obstacles to the change in clinical condition and the reasons why improvement does or does not occur.&lt;sup&gt;7&lt;/sup&gt; Finally, while it is heartening that research forums are organised in the institutions affiliated with KEMU, in order the research is richer, the researchers’ skills in qualitative research methods should be built.&lt;/p&gt;&lt;/div&gt;

The purpose of this focused issue is to advance understanding of qualitative research methods in the international business context. Debates on qualitative research methods in the key international business (IB) journals have been rare. There has been no focused issue on this topic previously, either in mir or in other journals in the field, making this a 'special' issue. During the process of editing a recent handbook on qualitative research methods (Marschan-Piekkari/Welch 2004), we realized that while this collection covered many topics, often for the first time in the IB field, there were many others still outstanding. There was thus scope for continuing a dialogue about qualitative methods in the IB research community. The challenge of making qualitative research count in the quantitative world of IB remains. Qualitative research is difficult to define, since the term encompasses many different research traditions, research strategies and methods for data collection and analysis (Prasad 2005). A typical definition is that everything non-numerical is qualitative research (Marschan-Piekkari/Welch 2004, p. 19). However, even this very simplistic definition soon breaks down, since research strategies which are typically considered to be qualitative, such as case studies, can combine numerical with non-numerical data (Hurmerinta-Peltomaki/Nummela 2004). There is also no clear divide between qualitative and quantitative research in terms of research traditions, with much qualitative research in management and IB sharing the positivist assumptions of quantitative research (Prasad/Prasad 2002). This focused issue is not about reporting the empirical findings of IB studies applying qualitative methods; rather it is about the process of undertaking qualitative research in the IB field. Of course, there is a large volume of literature on qualitative research methods already. However, we would argue that the IB context warrants special treatment. As the authors of this focused issue discuss, the distinctiveness of the field stems from its multiple linguistic and cultural settings; organizational complexity; and its intellectual roots in post-War academic institutions in the USA. These issues receive little treatment in general texts on qualitative methodology. There has been some methodological debate in previous issues of mir. Earlier articles in mircan be grouped into three categories: first, reviews of existing methodological practices in IB publications (e.g., Cavusgil/Das 1997, Nasif et al. 1991); second, proposals for new quantitative techniques (e.g., the use of key informants in cross-cultural studies, as proposed by Lenartowicz and Roth 2004 and a linguistic-based measure of cultural distance as developed by West and Graham 2004); and third, calls for new methodological approaches (Boddewyn/Iyer 1999). The absence of qualitative research methods in this debate perhaps reflects the limited amount of empirical qualitative research published in this journal. A recent analysis of mir issues between 1990 and 1999 revealed that only 5 percent of articles published in this period used qualitative methods (Welch/Welch 2004). This focused issue is therefore a response to those, such as Boddewyn and Iyer (1999) in this journal, who have called for alternatives to surveys and secondary data analysis. This focused issue attracted 39 submissions from more than 15 countries. Given that there have been limited outlets for methodological articles in IB, this is a considerable number. It perhaps suggests a level of interest to which IB journals have not responded to date. Of the total number of submissions, 11 were selected for review. On the basis of reviewers' comments, six of these papers were ultimately rejected. The final five papers underwent two and, in some cases, up to four rounds of revisions. In selecting the articles, we used the following criteria: appropriateness of the topic for the focused issue; demonstrated knowledge of IB and methodological literature; quality of argument; originality and innovativeness of the contribution to IB methodology; organization and clarity of the paper; and potential application to research practice in IB. …

&lt;p&gt;Existing discussion of the relationships between globalization, communication research, and qualitative methods emphasizes two images: the challenges posed by globalization to existing communication theory and research methods, and the impact of post-colonial politics and ethics on qualitative research. We draw in this paper on a third image – qualitative research methods as artifacts of globalization – to explore the globalization of qualitative communication research methods. Following a review of literature which tentatively models this process, we discuss two case studies of qualitative research in the disciplinary subfields of intercultural communication and media audience studies. These cases elaborate the forces which influence the articulation of national, disciplinary, and methodological identities which mediate the globalization of qualitative communication research methods.&lt;/p&gt;

Objectives: Qualitative health research can contribute to knowledge building in public health and medicine, but there is a lack of research-oriented training of qualitative methods at universities with public health programs and in medical schools. The aim of this paper is to describe our experiences in conceptualising, implementing and evaluating an elective on qualitative methods in the Master of Public Health (MPH) programme at the Medical Faculty of the Ludwig-Maximilians-University (LMU) Munich. Methods: A new research-oriented elective (3 Credit Points) was developed and delivered to MPH and medical students in summer 2016. This elective consisted of three blocks that were complemented by two practice sessions. The students worked in small groups. These groups developed a research question and a qualitative study design addressing the thematic focus of vaccinations. Each student conducted two semi-structured interviews with a semi-structured interview grid. Students transcribed the interviews, analysed them according to content analysis and presented the results collaboratively. Results: In that semester, 16 students successfully completed the elective. Groups of two to three students worked on their respective research questions, presented, and reflected on their research results. The participants evaluated the module as very good, particularly with regard to the structure and consistency of the blocks. To facilitate individualised mentoring and guidance, a high student-lecturer ratio is required. Timeframe and workload should pay tribute to the module's credit points. Conclusions: We successfully implemented a research-oriented elective providing a first-hand experience with qualitative health research methods. Students were able to learn about the theory and practical application of qualitative research in the field of medicine and public health.

In the current era of artificial intelligence, large language models such as ChatGPT and BARD are being increasingly used for various applications, such as language translation, text generation, and human-like conversation. The fact that these models consist of large amounts of data, including many different opinions and perspectives, could introduce the possibility of a new qualitative research approach: Due to the probabilistic character of their answers, “interviewing” these large language models could give insights into public opinions in a way that otherwise only interviews with large groups of subjects could deliver. However, it is not yet clear if qualitative content analysis research methods can be applied to interviews with these models. Evaluating the applicability of qualitative research methods to interviews with large language models could foster our understanding of their abilities and limitations. In this paper, we examine the applicability of qualitative content analysis research methods to interviews with ChatGPT in English, ChatGPT in German, and BARD in English on the relevance of computer science in K-12 education, which was used as an exemplary topic. We found that the answers produced by these models strongly depended on the provided context, and the same model could produce heavily differing results for the same questions. From these results and the insights throughout the process, we formulated guidelines for conducting and analyzing interviews with large language models. Our findings suggest that qualitative content analysis research methods can indeed be applied to interviews with large language models, but with careful consideration of contextual factors that may affect the responses produced by these models. The guidelines we provide can aid researchers and practitioners in conducting more nuanced and insightful interviews with large language models. From an overall view of our results, we generally do not recommend using interviews with large language models for research purposes, due to their highly unpredictable results. However, we suggest using these models as exploration tools for gaining different perspectives on research topics and for testing interview guidelines before conducting real-world interviews.

Qualitative and mixed methods research in trials

Qualitative Versus Quantitative The literature on methodology distinguishes between qualitative and quantitative research methods. The term ‘qualitative’ does not refer to the quality of methods. Qualitative methods are those that are oriented towards the discovery of qualities of things – that is, the properties of objects, phenomena, situations, people, meanings and events. In contrast, quantitative methods are oriented towards the number or amount of these qualities. This chapter discusses a number of qualitative research methods that can be used in FPS projects. For quantitative research methods, we refer the reader to textbooks on social science methodology, such as those by Cooper and Schindler (2014) and Hair et al. (2005). Imagine marketing managers who would like to know the opinions of potential customers about a television commercial. They could ask some respondents to talk freely about their feelings with regard to the commercial, their associations, what they like about it and what they do not, and so on. Such a study would be qualitative in nature, since it aims to uncover the characteristics of people, in this case their attitude towards the commercial. The same marketing manager could also use a standardized questionnaire and ask respondents to express the degree to which they understand and like the commercial on a fivepoint scale. Such a study would be quantitative in nature, since it measures the value of a particular property in numbers. Qualitative research methods are particularly appropriate for studying people, groups, organizations and societies – for example, if you want to learn how people interpret their own situation, what their goals in life and work are and what strategies they employ to reach those goals. Such understanding is needed in most business problem-solving projects. Because there can be large and multifaceted differences between people and situations, it is often not effective to employ (only) a standardized measuring instrument. Qualitative research methods are relevant within more fields than just the social sciences. The natural and technical sciences use qualitative methods as well. Hendrik Casimir, a respected physicist and long-time director of Philips Laboratories, has stated: For although it is certainly true that quantitative measurements are of great importance, it is a grave error to suppose that the whole of experimental physics can be brought under this heading.

This paper compares the research method of phenomenological psychology to other qualitative research methods such as ethnography, participant observation, grounded theory, dramaturgical interviewing and content analysis. An attempt is made to identify similarities and differences. As a prelude, the major metatheories with which they are associated (phenomenology and symbolic interactionism) and the related differences between natural science and human science are discussed.Interest in qualitative research methodology appears to have gathered momentum over the last decade (e.g., Rist, 1980). One of the recurrent themes in the discussion of qualitative methods has been the question of whether quantitative and qualitative methods are compatible. Opinion has been divided. Gibbs (1979) made a plea for complementarity of subjectivist and objectivist methods in psychology. Mahrer (1988) has advocated discovery oriented research in the field of psychotherapy, while Sperry (1988) has suggested an integration of positivistic and phenomenological thought to form a more naturalistic approach to the study of brain and consciousness.The split between those who support and those who do not support complementarity of quantitative and qualitative methodology has also occurred in the field of educational research. For example, Howe (1985, 1988) and Firestone (1987) have argued for compatibility, while Smith (1983) and Smith and Heshusius (1986) have argued for incompatibility.The early eighties marked the growth of an interest in qualitative methodology which has paralleled the growing disenchantment with traditional logical - empirical research methods. The hegemony of natural science type research methods has been increasingly challenged by descriptive and hermeneutically oriented methods (e.g., Giorgi, 1986; Packer, 1985; Palmer, 1969; Polkinghorne, 1983; Rommetveit, 1987). Contextualism (Rosnow & Georgoudi, 1986), social constructionism (Gergen, 1985) and deconstructionism (Derrida, 1977) have also challenged the objectivity of traditional natural science methodology by emphasizing the socially derived foundationalisms upon which methods are based.There seems little doubt that qualitative methodology has come out of the closet in the field of the human sciences. Although quantitative methodological hegemony continues, the degree of coexistence and complementaritybetween quantitative and qualitative research methods seems to be increasing. Nonetheless, there are those who, while seeing symptoms of the inadequacy of standard quantitative methodological practice, see possible cures and solutions in the same metatheoretical terms (e.g., Aiken, West, Sechrest & Reno, 1990). Sarbin (1976) has noted the difficulty that psychologists trained in logical - empirical traditions have in breaking their reliance on habitual methods.The Transition from Quantitative to Qualitative MethodologyThose researchers who are willing to explore qualitative methods face several difficulties. Usually they have been trained in the quantitative tradition and find the transition to qualitative research methods requires a major shift in world - view. The metatheories underlying such methods often differ from the logical - empirical base of natural science (Jacob, 1987). As will be seen later, some aspects of the qualitative methods associated with symbolic interactionism follow normative natural science practice (e.g., the Iowa school of ethnography) while other qualitative methods use a mixture of natural and human science approaches to research (e.g., the Chicago School of ethnography). Qualitative research methods such as phenomenology and the phenomenological aspects of ethnography, participant observation and grounded theory are based on metatheories that are associated with a human science approach to psychology (see Giorgi, 1970). The emphasis is upon discovery, description and meaning rather than the traditional natural science criteria of prediction, control and measurement. …

Making sense of qualitative research: a new series

Background. The use of qualitative research (QR) methods is recommended as good practice in discrete choice experiments (DCEs). This study investigated the use and reporting of QR to inform the design and/or interpretation of healthcare-related DCEs and explored the perceived usefulness of such methods. Methods. DCEs were identified from a systematic search of the MEDLINE database. Studies were classified by the quantity of QR reported (none, basic, or extensive). Authors (n = 91) of papers reporting the use of QR were invited to complete an online survey eliciting their views about using the methods. Results. A total of 254 healthcare DCEs were included in the review; of these, 111 (44%) did not report using any qualitative methods; 114 (45%) reported “basic” information; and 29 (11%) reported or cited “extensive” use of qualitative methods. Studies reporting the use of qualitative methods used them to select attributes and/or levels (n = 95; 66%) and/or pilot the DCE survey (n = 26; 18%). Popular qualitative methods included focus groups (n = 63; 44%) and interviews (n = 109; 76%). Forty-four studies (31%) reported the analytical approach, with content (n = 10; 7%) and framework analysis (n = 5; 4%) most commonly reported. The survey identified that all responding authors (n = 50; 100%) found that qualitative methods added value to their DCE study, but many (n = 22; 44%) reported that journals were uninterested in the reporting of QR results. Conclusions. Despite recommendations that QR methods be used alongside DCEs, the use of QR methods is not consistently reported. The lack of reporting risks the inference that QR methods are of little use in DCE research, contradicting practitioners’ assessments. Explicit guidelines would enable more clarity and consistency in reporting, and journals should facilitate such reporting via online supplementary materials.

This study discusses theological and epistemological debates on muhkam and mutasyabih verses in Qur’anic studies, which, since the classical period, have centered on the tension between tafwidh and ta’wil. These debates arise from different approaches to understanding verses whose meanings are considered clear or ambiguous. The research is motivated by the need to reexamine this issue within the context of contemporary Indonesian Qur’anic interpretation, focusing on two influential mufassirs: Hamka in Tafsir Al-Azhar and Quraish Shihab in Tafsir Al-Mishbah. These works represent moral-spiritual and rational-linguistic interpretive tendencies, respectively. The study employs a qualitative library research method, drawing on primary sources such as tafsir literature and ʿulum al-Qur’an texts, as well as secondary sources including academic books and scientific articles. Data are analyzed using content analysis to identify key interpretive patterns related to muhkam and mutasyabih verses. The findings indicate that the muhkam–mutasyabih debate is rooted in human limitations in comprehending the language and structure of revelation. Discussions on muqatta‘ah letters emphasize the transcendence of divine revelation, while theological analysis shows that mutasyabihat verses contribute to the development of reasoning and spirituality in Islam. Both Hamka and Quraish Shihab offer moderate syntheses that balance reason and faith, affirm tawhid, and maintain the relevance of Qur’anic interpretation in modern Islamic thought.

In some areas it has been found that Islamic spiritual organizations have been contaminated by radical ideas that oppose state ideology. Not infrequently some of the material delivered through political orientation to attitudes towards religious organizations or other religions. Islamic Spirituality (ROHIS) is a strategic organization to instill and foster the values ​​of moderation. The Islamic spirituality (ROHIS) activity at SMAN 1 Kertosono has contents that become certain characteristics of religious character. ROHIS activities at SMAN 1 Kertosono are related to the content of studying religion, namely developing noble character, and also developing students' religious knowledge more deeply. Dissemination of religious moderation can be viewed in terms of the material presented, several things can shape students' religious moderation attitudes, including; manners, morals and mutual respect for each other.&#x0D; The objectives of this study are, first, to describe the role of extracurricular Islamic spirituality (ROHIS) at SMAN 1 Kertosono. Second, describe the formation of religious character through ROHIS at SMAN 1 Kertosono. Third, actualizing religious moderation through Islamic Religious Education (PAI) in Islamic spirituality extracurricular (ROHIS) at SMAN 1 Kertosono.&#x0D; This research uses qualitative research with case study type, data collection methods used are observation, interviews and documentation. Data analysis techniques in this study are data collection, data reduction, data presentation, conclusion and verification. Checking the validity of the data using credibility, transferability, dependability and confirmability.&#x0D; The conclusion from the results of this study is that first, the role of ROHIS extracurricular activities at SMAN 1 Kertosono can shape the religious character of students through several activities. Namely, ramadhon cottage activities, tahfidz activities, routine studies and congregational prayer activities. Second, the character building of ROHIS extracurricular activities at SMAN 1 Kertosono also emphasizes tolerant and moderate Islam. Where students when they have received lessons from ROHIS extracurriculars through Islamic religious education teachers (PAI), then students are more confident and able to practice the teachings of Islam. Third, the actualization of religious moderation shows that the management of ROHIS SMAN 1 Kertosono has a passive tolerance category. The indicator that is fulfilled is that the ROHIS SMAN 1 Kertosono management accepts and respects the differences shown by various moderate attitudes towards followers of other religions.

&lt;p&gt;Strengthening religious moderation It is important to instill religious moderation in the younger generation such as school students. Because in fact, there are many cases where students have a radical understanding of religion. in religion, this happens due to the indoctrination of radical ideas to students through da'wah institutions at school. Therefore, researchers formulated this research with the title "Strengthening Religious Moderation through Islamic Spirituality at SMA Negeri 1 Binjang Through Islamic Spirituality at SMA Negeri 1 Binjai". The purpose of the research is to outline the function of Islamic Spirituality in strengthening religious moderation, know the form of implementation of strengthening religious moderation through Islamic Spirituality and describe the implications of strengthening religious moderation through the Islamic Spirituality at SMA Negeri 1 Binjai. The method used in the research is descriptive qualitative research is a method used to research the conditions of objects that occur naturally and at the same time the researcher becomes the key instrument. becomes the key instrument. Data collection techniques are done through observation, interviews and documentation studies. Data analysis is done with interactive analysis techniques. interactive analysis techniques. The results showed that Islamic Spirituality functions strategically in strengthening religious moderation at SMA Negeri 1 Binjai, the implementation of strengthening religious moderation is carried out with the activities of Romansa Greeting and proselytizing campaigns via YouTube and social media, the implications can be seen by the increase in students' religious moderation in the environment. can be seen by the increase in students' religious moderation attitudes in the school environment.&lt;/p&gt;