Religious Moderation in Madrasah Curriculum: Building a Moderate Generation

This study aims to explain the effectiveness of using social media in instilling religious moderation values for students in Islamic Religious Education (PAI) subjects and identify the most effective orientation of using social media in supporting religious moderation for students in Islamic Religious Education (PAI) subjects at SMP Negeri 03 Tebat Karai, Kepahiang Regency, Bengkulu on academic year 2023-2024. In this study, researchers used a qualitative approach with a type of case study research and descriptive in nature. The design used in this research is a single case design, which is case study research that emphasizes research on only one case unit. The data collection techniques use observation, interviews, and documentation. The results of this study show that social media allows the delivery of religious moderation messages in an interesting and relevant way because they can reach a wide audience and provide various types of content. First, social media can help students obtain educational materials that support moderation, such as articles, lectures and infographics delivered by well-known educators and religious figures. Second, social media sites can allow students to actively interact with the content. Third, religious education with social media allows for more personalized and flexible learning. The most effective orientation for using social media to support religious moderation for students in Islamic Religious Education (PAI) subjects involves an integrated approach focused on delivering moderation messages in a relevant and engaging way. First, this orientation should begin with the selection of social media platforms that match students' preferences and habits that emphasize the principles of tolerance, justice and mutual respect. Second, this orientation involves utilizing the interactive features of social media to encourage students' active engagement. Third, training and guidance for educators in using social media as an educational tool is essential.

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.

This study aims to examine the role of Islamic education in realizing religious moderation among elementary school students. In an increasingly plural global context, religious moderation is important to be taught from an early age so that the younger generation has a balanced, tolerant, and not trapped in extremist attitudes. Islamic religious education at SDIT Insan Kamil 2 is considered an effective means of instilling the values of religious moderation, which include openness, tolerance, and respect for differences. This research uses a qualitative approach with a case study method at SDIT Insan Kamil 2. Data were collected through interviews with teachers, learning observations, and analysis of curriculum documents and extracurricular activity programs related to religious moderation. The results of the study show that Islamic religious education has a significant role in shaping a moderate attitude in students. Islamic religious learning is carried out not only on understanding religious texts, but also on instilling the values of tolerance, interreligious dialogue, and avoiding intolerance and violence. Islamic religious education also includes practical activities, such as interfaith dialogue, learning about Islamic history that teaches diversity, as well as social projects that introduce students to different walks of life. Thus, this school has succeeded in instilling the principles of religious moderation through a contextual approach and based on Islamic values that are rahmatan lil-'alamin.

The model for developing Islamic religious education (PAI) materials based on religious moderation to shape the character of the nation's children at the upper secondary level of education is urgently needed because the phenomena of radicalism and intolerance are spreading in the world of education. In this case the role of the teacher in the learning process is needed to deliver the younger generation in shaping the nation's character. This research focuses on the model of developing Islamic religious education material based on religious moderation, the material is designed according to the values of religious moderation with active learning strategies, and is able to shape character . This study uses a qualitative approach and data collection techniques are used by means of: in-depth interviews, participant observation, documentation, and focus group discussions. Checking the validity of the data through: extending the researcher's presence in the field, triangulation, peer discussions, transferability, dependability, and confirmability. The informants for this study were school principals, students, teachers at senior high schools in Kudus Regency, Central Java, Indonesia. The results of this study indicate that religious moderation-based Islamic education material development models are able to shape the character of students effectively and efficiently. The implication of this study is to become a reference for upper secondary level teachers in the process of learning PAI material. In addition, this research also contribute theoretically to the government in the development of religious moderation-based PAI materials.

Religious moderation has become an urgent issue in Indonesia’s educational context, particularly in fostering tolerance and preventing radicalism among students. Schools play a crucial role in shaping students’ perspectives on religious diversity, with Islamic Religious Education (IRE) teachers serving as key agents in instilling moderation values. However, the implementation of religious moderation in schools faces various challenges, including curriculum constraints, sociocultural influences, and students’ diverse backgrounds. This study aims to analyze the specific strategies employed by IRE teachers in fostering religious moderation, the challenges they encounter, and the impact of their efforts on students. Using a qualitative research method with a social phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving IRE teachers and students in a senior high school in Banten, Indonesia. Thematic analysis was conducted to identify recurring patterns and key themes related to religious moderation practices. The findings indicate that IRE teachers implement religious moderation through interactive teaching methods, interfaith dialogues, and role-modeling behaviors that emphasize tolerance and balance. However, challenges such as limited institutional support, resistance from certain groups, and a lack of comprehensive training hinder the effectiveness of these efforts. Despite these obstacles, the study highlights the positive influence of IRE teachers in fostering an inclusive and harmonious school environment. The implications of this research suggest the need for more structured teacher training programs, curriculum adjustments to integrate religious moderation effectively, and policy support from educational institutions. These findings contribute to the broader discourse on religious moderation and provide practical recommendations for improving Islamic education in diverse learning environments.

Character education is an important part of integrating knowledge, attitudes, skills, as well as adaptation and habituation to moral values from religious teachings and society. In Indonesia, character education is guided by the Pancasila ideology, aiming to form individuals who are superior intellectually, emotionally and spiritually, without abandoning religious values and societal morality. One important aspect of character education is instilling the values of religious moderation in students. Religious moderation seeks an attitude of balance and tolerance in carrying out religious teachings, avoiding extremism and liberalism. It emphasizes mutual respect, empathy and constructive dialogue between religious communities, paving the way for peaceful and inclusive religious life. Teachers have a central role in instilling religious moderation through teaching and example, especially in Islamic Religious Education (PAI) subjects. This research uses a qualitative approach by analyzing data from various sources related to the implementation of religious moderation education in schools. The research results show that internalizing the values of religious moderation through character education is very important for students as the nation's next generation in preventing radicalism and extremism, as well as building a harmonious and dignified religious life in accordance with the values of Pancasila. Keywords: Character Education, Religious Moderation, Pancasila, Tolerance, Extremism Abstrak Pendidikan karakter menjadi bagian penting dalam mengintegrasikan pengetahuan, sikap, keterampilan, serta adaptasi dan pembiasaan nilai-nilai moral dari ajaran agama dan masyarakat. Di Indonesia, pendidikan karakter berpedoman pada ideologi Pancasila, bertujuan membentuk individu yang unggul secara intelektual, emosional, dan spiritual, tanpa meninggalkan nilai-nilai agama dan moralitas masyarakat. Salah satu aspek penting dalam pendidikan karakter adalah menanamkan nilai-nilai moderasi beragama kepada peserta didik. Moderasi beragama mengupayakan sikap keseimbangan dan toleransi dalam menjalankan ajaran agama, menghindari ekstremisme dan liberalisme. Hal ini menekankan saling menghormati, berempati, dan dialog konstruktif antar komunitas agama, membuka jalan bagi kehidupan beragama yang damai dan inklusif. Guru memiliki peran sentral dalam menanamkan moderasi beragama melalui pengajaran dan keteladanan, terutama dalam mata pelajaran Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kualitatif dengan menganalisis data dari berbagai sumber terkait implementasi pendidikan moderasi beragama di sekolah. Hasil penelitian menunjukkan bahwa internalisasi nilai-nilai moderasi beragama melalui pendidikan karakter sangat penting bagi peserta didik sebagai generasi penerus bangsa dalam mencegah radikalisme dan ekstremisme, serta membangun kehidupan beragama yang harmonis dan bermartabat sesuai nilai-nilai Pancasila. Kata Kunci: Pendidikan Karakter, Moderasi Beragama, Pancasila, Toleransi, Ekstremisme

Contextual learning is an approach that links teaching materials with the real life of students, so that learning is more meaningful. so that learning is more meaningful. This article aims to analyze the role of contextual learning in instilling values of religious moderation in Islamic Religious Education (PAI) subjects. moderation in Islamic Religious Education (PAI) subjects. Moderation religious moderation becomes an urgent need in a multicultural society to prevent extremism and radicalism. prevent extremism and radicalism. This research method uses descriptive qualitative approach with data collection techniques through observation, interviews, and documentation studies. The results showed that contextual approach in PAI subjects is effective in building a moderate understanding of religion through the understanding of religion through student-centered learning strategies. learning strategy that is student-centered. This learning encourages students to think critical, reflective, and tolerant in facing differences. This research recommends the application of contextual learning as an effective method to instill religious moderation values in the educational environment.

Learning media serve as a bridge to convey messages between educators and students. Learning media play a strategic role in providing a holistic understanding of the content within Islamic religious education materials. One of the essential learning media that Islamic education teachers should utilize is animation-based media on religious moderation. This medium is crucial for educators to effectively deliver the values of religious moderation in textual form to students through animated media. Animation media can convey messages both visually and audibly, enabling students to easily understand, imitate, and apply them in their daily lives. This study highlights the urgency of using animation media in Islamic religious education learning in Islamic boarding schools (pesantren), where the teaching process is traditionally conducted through lectures, bandongan, wetonan, and sorogan methods. It also discusses the supporting factors for the implementation of animation-based media on religious moderation in Islamic religious education learning at pesantren. This article utilizes a library research method with a disruptive analysis approach. Data were collected through the review of various documents, including journals, books, and similar sources. The findings indicate that Islamic religious education at pesantren is traditionally taught using lecture-based methods. However, animation media has the potential to motivate students in pesantren to emulate the concepts depicted in Islamic education animation. Pesantren hold significant potential for adopting animation media in the learning process of Islamic religious education. So the contribution of this research is as a development of the use of animation-based Islamic religious education learning media to motivate students in studying at Islamic boarding schools in Indonesia.

This study aims to critically examine the politics behind the government's policy on religious moderation within the context of Islamic religious education. Initially intended as a response to the rise of radicalism in Islamic religious education in Indonesia, the policy has instead transformed into another form of radicalism, driven by grassroots fanaticism and the rigid implementation of religious moderation by government institutions—particularly the Ministry of Religious Affairs. These institutions tend to eliminate ideas deemed radical or threatening to state stability without providing space for dialogue or seeking common ground. Using a qualitative approach through a literature review method, this study finds that the infiltration of religious moderation into the Islamic education curriculum is a political strategy by the state to hegemonize the Muslim community and suppress groups considered disruptive to national political stability. However, this effort has triggered resistance and symbolic violence among the public and educational institutions. The findings imply the urgent need for the government to reform the administration of Islamic religious education to ensure that religious moderation does not become a tool of symbolic violence: (1) the government must detach its political interests from religious education, (2) implement inclusive Islamic education across different schools of thought (madhhab) to foster a strong sense of moderation among students, and (3) minimize symbolic violence in religious education, as it contradicts the very values of religious moderation itself.

Respecting differences is one form of a good person. Implementation of one's manners. Manners are part of what education aims to achieve. In fact, manners itself is the meaning of education itself, which can be interpreted by instilling manners in humans.Educational institutions play an important role in making students, as members of society, civilized or noble. Educating learners must be done early in early childhood education. Islamic Religious Education and Ethics (PAIBP) is one of the educational materials taught in elementary schools.This research examines how the values of religious moderation are instilled through Islamic Religious Education and Ethics (PAIBP) in elementary school children in urban areas, with a focus on SDN Pajagalan I Sumenep which is located in an urban area and has pluralistic students, both in terms of religion and cultural background. This research uses a qualitative, case study approach. With data sources coming from teachers, students and guardians of non-Muslim students. Data collection was done by interview, observation and documentation. The data was analyzed using interactive model analysis. Checking the validity of the data is done by extending observation, triangulation and checking the results with the PAIBP teacher at school.The results revealed that inclusive and tolerant religious education plays a significant role in shaping attitudes of tolerance and harmony among students with various religious backgrounds. Religious moderation in this school is implemented through various methods and approaches, both in formal learning in the classroom and through extracurricular and religious activities.The cultivation of religious moderation values not only creates a harmonious school environment but also contributes to broader social stability. Moderate religious education has proven to be effective in preventing radicalism and extremism in urban communities, thereby shaping a young generation that is moderate and able to live harmoniously in a multicultural society. These findings confirm the importance of inclusive religious education as a strategic solution to the challenges of diversity and enhancing interfaith harmony.

RA TAAM Adinda is an educational institution that prioritizes religious values in early childhood education, with one of its main focuses being the value of religious moderation. This research aims to analyze the process of implementing religious moderation values in early childhood at RA TAAM Adinda and to identify the supporting and inhibiting factors. This study employs a qualitative approach in the form of a case study, with research subjects including educators, students, and parents. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing or verification. The results of the study show that the implementation of religious moderation values in early childhood through Islamic education at RA TAAM Adinda is carried out through the processes of planning, execution, and evaluation. Planning is conducted by incorporating religious moderation values into the school curriculum, annual, semester, weekly programs, and daily learning programs. The execution of religious moderation values is integrated into learning activities, role modeling, and daily habits. The evaluation process follows the learning evaluation through observation results, student works, performance, conversations, and assignments. Supporting factors for implementing religious moderation values include the presence of these values in the curriculum, the school's motivation to achieve high-quality graduates, and adequate facilities and infrastructure. Meanwhile, the inhibiting factors include the diverse characteristics of children, the lack of student focus in receiving the material, and environmental influences.

Learning management is needed to optimize learning activities and achieve learning objectives. Through Islamic religious education (PAI) learning, students are directed to be able to actualize religious understanding in everyday life with a religious, multicultural, tolerant, and moderate attitude within the framework of the Indonesian nation and state. One of the efforts is to internalize the values ​​of religious moderation in Islamic religious education learning. The purpose of internalizing the values ​​of religious moderation is to increase students' understanding, practice tolerance, mutual respect, have a national commitment, and be anti-violence. This study aims to describe the management of PAI learning by internalizing the values ​​of character education based on religious moderation. This study uses a library research approach, descriptive data analysis method, collecting data, compiling, clarifying, and interpreting. The study results revealed that the internalization of religious moderation values ​​in PAI learning includes planning, implementation, control, and evaluation activities. Learning planning activities are guided by the content of the PAI curriculum at KMA 183 in 2019. Implementation activities include the application of approaches, methods, media and strategies, adaptive learning to religious moderation values, including student-centered learning approaches, problem-based learning, and contextual and cooperative learning. Learning evaluation activities are carried out by assessing cognitive, psychomotor, and affective aspects. The implication is that PAI teachers should continue to create and innovate learning by internalizing the values ​​of character education in the learning process.

This study examines the implementation of religious moderation values in Islamic religious education at SMK TI Bali Global Klungkung. Through a qualitative approach, the main finding of this research is the identification of ten religious moderation values being implemented: justice, balance, tolerance, centrism, love for the country, deliberation, improvement, pioneering, non-violence, and cultural friendliness. The implementation is achieved by integrating these values into the curriculum, evaluation techniques, and daily life practices, as well as through habituation and exemplification. The results have positive implications, such as establishing harmonious relationships between Muslim students and the community, increasing student achievement and creativity, and boosting the number of Muslim students in the school. The findings align with the concept of moderation in Islam, behavioristic theory, and expert opinions on religious moderation as a solution to the problem of radicalism. This research contributes to forming students with moderate, tolerant, fair, balanced, and non-violent characters who can adapt to a pluralistic environment following the objectives of Islamic education. The limitation of this study is that its scope is confined to one school.

This study investigates the values of religious moderation embedded in Tunjuk Ajar Melayu by Tenas Effendy and examines their potential integration into the madrasah curriculum in Riau. Religious moderation is a central educational and sociopolitical concern in Indonesia, particularly in multicultural regions such as Riau, where local wisdom can support national values of tolerance and pluralism. Using a qualitative approach, this research applies Jorge J. E. Gracia’s hermeneutic framework to analyze cultural texts within Tunjuk Ajar Melayu. The study combines literature review and qualitative document analysis based on Altheide’s six-stage model. To enhance validity, data triangulation was conducted through in-depth interviews with cultural experts and individuals closely associated with Tenas Effendy. The findings reveal eleven core values of religious moderation reflected in Malay expressions, poetry (pantun), and moral teachings: Tawassuṭ (moderation), I’tidāl (justice), Tasāmuḥ (tolerance), Shūra (consultation), Iṣlāh (reform), Qudwah (exemplary conduct), Tawāzun (balance), Musāwah (equality), Aulawiyah (prioritization), Taṭawwur wa Ibtikār (innovation), and Taḥaḍur/Ta’addub (civility). These values align with Islamic principles and the goals of Indonesia’s Merdeka curriculum, particularly through the local content subject Budaya Melayu Riau (BMR). The study concludes that integrating Tunjuk Ajar Melayu into religious education can reinforce moderate Islamic character and support culturally grounded curriculum development in madrasahs across Riau.

This study highlights the ideal ratio between the number of lecturers and students in Islamic Education classes at the Faculty of Economics, Udayana University, Bali. With only one lecturer teaching 200 students, this imbalance is a significant concern, especially amidst worries about the spread of extremism and exclusivism on campus. The research aims to evaluate the learning process, religious moderation attitudes among lecturers and students, and factors influencing religious moderation attitudes among students. Using a qualitative descriptive method and a case study design, data were collected through observation, in-depth interviews, and questionnaires, and analyzed using descriptive analysis techniques. The findings indicate that the ratio of Islamic Education lecturers to students does not meet government standards, despite the implementation of various teaching methods. Nevertheless, attitudes towards religious moderation are generally positive, although there are indications of a lack of moderation among some students. Internal and external factors were identified as influencing factors on religious moderation attitudes. These findings emphasize the need for ongoing efforts to improve the quality of Islamic Education learning through enhancing lecturer competencies and implementing programs to strengthen religious moderation in higher education, aiming to promote tolerance and reinforce religious moderation among students.