An Analysis of Qira’ah Textbooks for Islamic Senior Highschool: A Religious Moderation Perspective

This study focuses on three main objectives: the values of religious moderation in Arabic language textbooks for Madrasah Aliyah (MA) based on KMA No. 183/2019; the development of moderation values in MA Arabic language textbooks; and the implications of integrating moderation values into Arabic language textbooks for MA. Employing a qualitative approach with a library research method, the primary data in this study consists of Arabic textbooks for Grades X, XI, and XII published by the Directorate of KSKK Madrasah, Directorate General of Islamic Education, Ministry of Religious Affairs, in 2020. Data were collected through documentation and analyzed using content analysis. The study findings are as follows: (1) Religious moderation values are presented through Arabic textbooks for Grades X, XI, and XII, encompassing six principles of religious moderation: tawassuth (moderation), tawâzun (balance), i’tidâl (justice), tasâmuh (tolerance), musâwah (equality), and syûrâ (consultation); (2) The development of moderation values is reflected in the integration of scriptural evidence (dalil naqli), such as Quranic verses supporting specific reading texts, the inclusion of reading passages with moderation themes, and the presentation of grammatical structures identified as containing moderation values; (3) The internalization of religious moderation values can be supported through strategies such as embedding moderation themes in learning materials, optimizing teaching approaches that foster critical thinking and moderate attitudes, organizing programs, education, training, and workshops focusing on religious moderation, and evaluating learning outcomes to monitor the achievement of educational objectives. This study serves as a perspective and guideline for developing moderation values in Arabic language education in formal institutions such as madrasahs and non-formal institutions such as Islamic boarding schools (pesantren).

Islamic religious education (PAI) teachers still need help in carrying out learning value that is integrated into learning at school or madrasah. However, implementing the 2013 curriculum emphasizes the importance of value integration in learning, including the values ​​of religious moderation, which can strengthen the value of national unity and integrity. This study presented a learning model for the value of moderation in religion in the Aqidah Akhlak subject at Madrasah Aliyah Aceh, focusing on the perspectives of students and teachers on the learning model for the value of moderation in religion which has so far been implemented and the readiness of teachers in lesson plan based on internalizing the value of religious moderation. The researchers obtained data on the perspectives of students and teachers regarding the learning model of religious moderation values taken from questionnaires and interviews. Data on religious moderation learning plans were a document review from two Madrasah Aliyah Negeri (MAN- Public Islamic Senior High School) 2 in Aceh Tamiang Regency and Madrasah Aliyah (MA) Ulumul Qur'an in Langsa, Indonesia. The applied values learning models have not been able to facilitate students to think critically, resolve value conflicts, and internalize values in students. It has affected students' awareness of applying the values of religious moderation in their lives. The learning plan and design of the religious moderation values in Madrasah Aliyah have not met the standards. Therefore, it remains a big task for educators to strive for better quality values education in formal education, especially in Madrasah Aliyah.

Religious diversity in Indonesia demands its citizens to be moderate as they encounter religious affairs in society. Educators have made substantial efforts in many contexts, including in Madrasah Aliyah, to enable students to embrace the values of religious moderation not only in academic settings but also on a daily basis. This study aims to identify how a Madrasah Aliyah promotes religious moderation values, including students’ responses towards the notion. This study used a qualitative approach and case study design. The research instruments used questionnaires and semi-structured interviews. This study was situated in the scope where the school implements Islamic concepts in learning, which involved a teacher and 32 students. The data for this study is gathered from questionnaires and interviews. The study found that the values of religious moderation are promoted through learning activities supported by the school’s system. Being fair, tolerant, respecting differences, helping others, being honest, humble, cooperative, peaceful, responsible, and being a role model are religious moderation values promoted by the school. These values are embedded in all stages of learning. Also, this study discovered that teachers and students have implemented religious moderation values during teaching and learning. This study has shed light on how religious moderation values can be implemented in Madrasah Aliyah, and students can integrate those values into academic and actual life conditions.

Religious moderation serves as a pillar of unity and diversity, a glue and unifier of the nation. It helps prevent conflicts that may arise due to differences in religious beliefs and practices. This study uses content analysis and survey methods, with data collection through interview techniques, literature studies, and surveys of teachers and students at the Madrasah Aliyah in the city of Bandung. This study aims to determine the moderation material in the Quran Hadith book and the responses of teachers and students to the application of learning materials based on religious moderation. The results of the study indicate that the religious moderation education material at Madrasah Aliyah in the Quran Hadith textbook is more associated with the values contained in the holy texts, as well as the understanding and practice of moderation based on the teachings of the Quran and Sunnah, covering several themes, namely balance (tawazun), religious tolerance (tasamuh), responsible attitude, and maintaining trust. The concept of religious moderation is easy to understand and implement in life as students’ attitudes are more open to accepting opinions and respecting differences. One effort to instill an attitude of religious moderation among students can be made by integrating the values of religious moderation into the teaching materials of the Quran and Hadith.

Religious moderation is a topic of discussion that is widely discussed today considering the emergency cases of intolerance and radicalism in public life, especially in the world of education. Textbooks are certainly considered important as a form of character and personality formation that must support anti-radicalism and tolerance. Therefore, in writing this article, we will discuss the description of the moral creed textbook class X curriculum 2013 and describe the content of religious moderation values in the moral creed textbook class X curriculum 2013. This research is classified as library research with a qualitative approach. Data collection methods are used through documentation methods, and data is analyzed through Content analysis (content analysis). That is by linking religious moderation indicators to class X Akidah Akhlak textbooks at the Madrasah Aliyah level published by the Ministry of Religious Affairs. The result of this research is that there are several parts in each chapter of discussion, including: pearls of wisdom, perception, deepening of the material, student activities, attitude scales, summaries, final chapter assessments, case studies and exemplary stories. The content of religious moderation values contained in the Bina Akidah Akhlak KMA 2019 textbook for Madrasah Aliyah Class X is in accordance with the four basic values of religious moderation that must be instilled in the world of education, namely Tasamuh, 'Adalah, Tawazun and equality.

The Ministry of Religious Affairs of Indonesia continues to voice religious moderation to mainstream a peaceful Islamic discourse. This article aimed at looking at religious moderation values from several Islamic higher education institutions in Indonesia. The focus of article aims to find a pattern of the implementation of moderation in Islam in Islamic universities. This article discusses to what extent Islamic higher education institutions internalize religious moderation values to students. By conducting qualitative research, this article explores 3 Islamic higher education institutions in Indonesia: Universitas Islam Negeri Maulana Malik Ibrahim, Universitas Darussalam Gontor Ponorogo, and Ma’had Aly As'adiyah. The result shows that higher education institutions play a critical role in inculcating religious moderation values through pesantren institutions. The Pesantren universities have a role in transmitting moderate Islamic values through their curriculum and various religious activities. This research reveals that religious moderation is implicated in these 3 Islamic universities. The curriculum is eclectic and reflects moderation values, such as national commitment, tolerance, non-violence, and local culture accommodation. This study concludes that the three pesantrenuniversities in Indonesia have a distinctive pattern of emphasizing moderation in the three areas: theoretical, practical, and ideological aspect.

This research began with the researcher's interest in the application of religious moderation values in the Darun Najah Ngijo Madrasah Aliyah Karangploso Malang environment. Therefore, the problems examined in writing the final assignment are: 1) How to implement the values of religious moderation in the Madrasah Aliyah Darun Najah Ngijo Karangploso Malang 2) How to implement the values of religious moderation in the Madrasah Aliyah Darun Najah Ngijo Karangploso Malang environment. 3) How to evaluate the implementation of religious moderation values within Madrasah Aliyah Darun Najah. To answer this problem, researchers used qualitative research methods to obtain data. Researchers used data collection techniques with observation, interviews and documentation as complementary research aids. Religious moderation as a perspective can be a solution for mutual openness and mutual acceptance of differences between regions, ethnicities, races and cultures as well as religion, one of which is through additional learning of Ahlussunnah Waljamaah (ASWAJA) education in its subjects. The results of this research can be concluded that the implementation of religious moderation values at Madrasah Aliyah Darun Najah has been running and has been implemented smoothly and well because there are also many factors that support students to better understand and apply religious moderation in their daily lives in the environment school.

Religious moderation has become a new and unique issue discussed by the Ministry of Religion of the Republic of Indonesia. Universities are held to be a platform for promoting religious moderation through the learning process. Integrating religious moderation in the learning process is the main alternative to increase understanding of religious moderation in educational institutions, but there are only a small number of research and technical guidelines for subjects with a religious background such as Islamic religious education. Therefore, this study intends to instill religious moderation values in English language learning through cross-cultural understanding. The CCU course is suitable for negotiating an understanding between cultures and religions, especially in the context of the multicultural society of Indonesia. This research used a descriptive qualitative method, instruments being analysis sheets of RPS documents, research rubrics, and student learning outcomes in the CCU course, library research to obtain more detailed information on the value of religious moderation, field notes on observations in class; and an 8-item questionnaire. Results reveal that universities integrate religious moderation values, such as tolerance, national commitment, accommodating to the local culture, and anti-violence, into the learning process. The researcher connected religious moderation values with learning outcomes of CCU and implemented it in the learning process by using some methods such as group presentation, debating, watching a movie. This study proved that instilling religious moderation value through CCU course improved the students’ values, understanding and awareness of religious moderation. This study contributed to the Indonesian Ministry of Religion’s mission to make Islamic higher education a place for instilling the value of religious moderation, especially to students as the nation's future leaders and generation.

Religious moderation is a middle attitude in understanding religious teachings. In an educational institution, especially an Islamic educational institution. The values of religious moderation must be conveyed both explicitly and implicitly to prepare a generation of students who have competence in understanding Islamic religious principles. Besides, those students are expected to be able to express their religious understanding in life. Together they are tolerant and moderate in the nation and state based on Pancasila and the 1945 Constitution. Madrasah is one of the Islamic educational institutions under the guidance of the ministry of religion. Madrasah Aliyah is one of the levels of formal education for high school students. With the demand for the delivery of religious moderation values in students, the ministry of religion issued an Islamic education (PAI) and Arabic curriculum in madrasahs in textbooks that became learning materials in the classroom in which the values of religious moderation were inserted in sub-chapters in all learning. This article aims to analyze the values of religious moderation in the Arabic language student textbooks at the Aliyah Madrasah level. This research method uses a qualitative approach with (library research) from primary data (Arabic textbooks), using content analysis in the stages: of reduction, data presentation, and conclusions. The results of this study state that the values of religious moderation are implicitly conveyed in the textbook. With the results of this study, it is hoped that all Arabic language educators will develop and explain the values of religious moderation explicitly to students.

Internalization of the value of religious moderation in Islamic education in Indonesia, has been strengthened by the existence of the 2020-2024 of RPJMN. This internazition has a program derivative, including the fulfil of educational facilities. One of the educational facilities is the fulfil of subject textbooks that support moderate student output. Textbook of Arabic language subjects, one of the subject textbooks compiled by the Ministry of Religion, as an actuazation of religious moderation values in Islamic Education. Arabic language textbooks in the 2013 curriculum, published in 2015 and 2020. Material reinforcement 2015 in scientific thinking, while the power of the 2020 rhythms and religious moderation. Although, in 2015, internalization of the value of religious moderation already exists, but the need for a comparison study of the two textbooks, the extent to which internalization of religious moderation values in textbooks. This study focused on the comparative analysis of religious moderation values in the textbooks of Arabic subjects in class XI Madrasah Aliyah (Senior High School), specialization in natural sciences/Social Sciences/Language, 2015 and 2020. This study uses a descriptive qualitalive library research method which is further analysis by the content analysis method. The results of the analysis of this study were found, that the values of religious moderation in the textbook of Arabic subjects were distributed in the first few parts, in core competencies; Second, in the titles of chapters; Third, in the pictures in the textbook; Fourth, in the reading text; Fifth, in the problem practice

Intolerance is a problem faced by Indonesian society to this day. And to overcome this problem, educational institutions are one of the institutions that have an important role in instilling religious moderation. The purpose of this study was to obtain information about the knowledge of Madrasah Aliyah teachers in Banda Aceh and Aceh Besar about religious moderation and to find out the implementation of religious moderation in the teaching and learning process and what values of religious moderation are built by teachers at MAN Banda Aceh and Aceh Besar. This study used a qualitative approach with interview methods, observation, and document analysis to obtain data from the principal, teachers, and students. The results showed that teachers' understanding of religious moderation was generally good, especially for those who had attended training. Moderation values, such as justice (adl), balance (tawazun), simplicity (i'tidal), and unity and ukhuwah, were internalized through various learning methods, including discussion, group work, and field studies. However, there are several challenges in implementing religious moderation in madrasas, such as variations in teacher understanding, the dominance of lecture methods, and the influence of the social environment that still has conservative or extreme views. In addition, limited support for resources and ongoing training are also obstacles in optimizing the implementation of this concept. The implications of this study indicate that increasing teacher training, diversifying learning methods, and integrating religious moderation values in all subjects need to be done systematically. Support from madrasas and the government is needed to ensure that religious moderation values can be implemented effectively so that students can develop into inclusive, tolerant individuals who have a balanced understanding of religion.

Religious moderation is an important comprehension among the spread of extreme religious thoughts and practices. In this case, Islamic education institutions have a major role as the spearhead in internalizing religious moderation values, including Madrasah Aliyah (MA) NU Miftahul Falah Kudus, Central Java. This study aims to reveal the characteristics of the local religious content curriculum focusing on religious moderation, the process of internalizing the religious moderation values, and the model of religious moderation education based on the local religious content curriculum. In its implementation, this research used a qualitative approach with data collection techniques in the form of interviews, observations, documentation, and a literature review. Sources of data were obtained from the head of the madrasa, deputy head of curriculum, teachers of local religious content, and students. The results of this study revealed that first, the characteristics of the local religious content curriculum at MA NU Miftahul Falah Kudus were more of Islamic boarding school-based curriculum, in which the yellow books (Kitab Kuning) written by classical scholars have been used as teaching material. Second, the process of internalizing the religious moderation values was taught through local religious content subjects, starting with the socialization and equalization of perceptions about religious moderation to supporting teachers, which was then internalized in all local religious content subjects, with the main emphasis on aswaja, ushul fiqh, qawaidul fiqhiyyah, and religious NU subjects using a problem-based learning model combined with the sorogan and bandongan methods. The three models of religious moderation education were emphasized through Islamic boarding school-based subjects by adopting formal education using a problem-based learning model and Islamic boarding school education using the multi-strategy model in its delivery. As a formal educational institution based on an Islamic boarding school with teaching materials from the Salaf book, this madrasa is present as a formal educational model institution focusing on mainstreaming Islamic wasathiyah insight.

Religious moderation is an important comprehension among the spread of extreme religious thoughts and practices. In this case, Islamic education institutions have a major role as the spearhead in internalizing religious moderation values, including Madrasah Aliyah (MA) NU Miftahul Falah Kudus, Central Java. This study aims to reveal the characteristics of the local religious content curriculum focusing on religious moderation, the process of internalizing the religious moderation values, and the model of religious moderation education based on the local religious content curriculum. In its implementation, this research used a qualitative approach with data collection techniques in the form of interviews, observations, documentation, and a literature review. Sources of data were obtained from the head of the madrasa, deputy head of curriculum, teachers of local religious content, and students. The results of this study revealed that first, the characteristics of the local religious content curriculum at MA NU Miftahul Falah Kudus were more of Islamic boarding school-based curriculum, in which the yellow books (Kitab Kuning) written by classical scholars have been used as teaching material. Second, the process of internalizing the religious moderation values was taught through local religious content subjects, starting with the socialization and equalization of perceptions about religious moderation to supporting teachers, which was then internalized in all local religious content subjects, with the main emphasis on aswaja, ushul fiqh, qawaidul fiqhiyyah, and religious NU subjects using a problem-based learning model combined with the sorogan and bandongan methods. The three models of religious moderation education were emphasized through Islamic boarding school-based subjects by adopting formal education using a problem-based learning model and Islamic boarding school education using the multi-strategy model in its delivery. As a formal educational institution based on an Islamic boarding school with teaching materials from the Salaf book, this madrasa is present as a formal educational model institution focusing on mainstreaming Islamic wasathiyah insight.

This research began with the researcher's interest in the application of religious moderation values in the Islamic Senior High School Darun Najah Ngijo Karangploso Malang environment. Therefore, the problems examined in writing the final assignment are: 1). How to implement the values of religious moderation in the Islamic Senior High School Darun Najah Ngijo Karangploso Malang 2.) How to implement the values of religious moderation in the Madrasah Aliyah Darun Najah Ngijo Karangploso Malang environment. 3). How to evaluate the implementation of religious moderation values within Senior High School Darun Najah. To answer this problem, researchers used qualitative research methods to obtain data. Researchers used data collection techniques with observation, interviews, and documentation as complementary research aids. Religious moderation as a perspective can be a solution for mutual openness and mutual acceptance of differences between regions, ethnicities, races, and cultures as well as religion, one of which is through additional learning of Ahlussunnah Waljamaah (ASWAJA) education in its subjects. The results of this research can conclude that the implementation of religious moderation values at Islamic Senior High School Darun Najah has been running and has been implemented smoothly and well because many factors support students to better understand and apply religious moderation in their daily lives in the environment of school.

<p><em>Although much research has been conducted on the representation of religious moderation values in textbooks, there are still few who study it from the perspective of Arabic textbooks. Thus, this research aims to examine the representation of religious moderation values in the Madrasah Aliyah Arabic language textbook for class XI: insights from the Ministry of Religion of the Republic of Indonesia. This research uses a library research design with a qualitative approach. The research results show that the content of the Arabic textbook consists of 6 chapters covering shopping, health, travel, Hajj and Umrah, information and communication technology, and religion in Indonesia. The values of religious moderation in the class XI Arabic textbook are on page 57 with the theme "Umrah with my family" on listening skills and page 59 on reading skills. Tolerance is found on page 90 of the theme "religion in Indonesia" in reading skills and page 99 in speaking skills. Anti-violence is found on page 31 of the theme "health" in speaking skills and page 63 of the theme "Hajj and Umrah" in grammar rules skills. Accommodating to local culture is found on page 38 of the "travel" theme in reading skills. This textbook shows that the Madrasah Aliyah Arabic language learning materials for class XI represent the values of religious moderation namely national commitment, tolerance, non-violence, accommodating to local culture as shown through illustrative images, Not only is the material presented but elements of Indonesian cultural values are also depicted in the textbook. So Arabic is not just learning the language but also learning the cultural values in textbooks. Analysis of Arabic textbooks on moral issues, other Arabic books using thematic context analysis research and morphological analysis can be used for further research.</em></p>