Transformation of Pesantren Education as a Starting Point for Religious Moderation in Indonesia

Globalization poses significant challenges for salaf pesantren, especially in maintaining classical scholarly traditions amidst the demands of modernity. On the other hand, the rise of intolerance and radicalism reinforces the urgency of integrating values of religious moderation in pesantren education. This research aims to develop a model for integrating religious moderation within the salaf pesantren tradition to enhance its relevance in the era of globalization. The research method used is a qualitative approach based on literature studies by analyzing literature related to religious moderation, salaf pesantren, and the transformation of Islamic education. Data is analyzed through critical synthesis stages to formulate a model for implementing religious moderation. The research results indicate that the integration of values of religious moderation such as tolerance, national commitment, anti-violence, and appreciation of local culture can be applied through interdisciplinary approaches, practice-based learning, educator training, and collaboration with external parties. The process of developing this model includes identifying core values, adjusting the curriculum based on yellow books, using contextual learning methods, and conducting systematic evaluation and continuous monitoring. This model enables salaf pesantren not only to maintain their traditional identity but also to act as agents of change that create adaptive and inclusively-minded Muslim generations.

Religious moderation plays an important role in multicultural societies like Indonesia, especially when faced with challenges of intolerance, radicalism, or extremism. Through Islamic Religious Education, students' moderate attitudes can be formed to strengthen tolerance and harmony in the midst of diversity. This research aims to identify and analyze the role of students in strengthening religious moderation through Islamic religious education in Indonesia and the element of novelty in this research is an in-depth exploration of how students can act as agents of change in strengthening moderation with Islamic Religious Education in the midst of challenging times. This research uses a qualitative method of library research type with data collection techniques through understanding theories from books, journals, or other relevant sources. After the data is obtained, it will be studied in depth with descriptive qualitative data analysis techniques that obtain the results of his research, namely students have a strategic role in strengthening religious moderation through Islamic Religious Education in Indonesia. So, students can respond positively to policies regarding religious moderation and realize a harmonious social life.

This paper discusses the role of Islamic education in preserving local arts and culture, with a case study at SMPN 2 Karawang Barat. The purpose of this study is to explore the contribution of Islamic education in instilling the values of religious moderation through the preservation of arts and culture. The forms of local cultural preservation include hadroh, marawis, and calligraphy, which function not only as entertainment but also as media for moral and spiritual development, as well as strengthening students’ moderate attitudes. The values of moderation are cultivated through the introduction of Islamic-local cultural acculturation and the reinforcement of tolerance and inclusivity in the learning process. Interviews also revealed several challenges in the current era of modernization, such as the influx of foreign cultures into the archipelago, the high cost of developing traditional arts, and the presence of groups who still hold negative views. However, Islamic education remains fundamentally significant in shaping students’ perspectives toward local culture. This study employs a qualitative approach to understand phenomena directly through experience, using a case study design with the Art and Culture teacher as the key informant and research subject. Data were collected through observation, interviews, and documentation. The findings affirm that Islamic education serves as an effective medium for preserving local culture while simultaneously fostering religious moderation among students.

The purpose of this study is to describe the phenomenon of implementation and implementation model of religious moderation education in Islamic boarding schools in Sorong Regency which has a pluralist, multiethnic and multicultural population. This is a descriptive-qualitative research with three Islamic boarding schools as research locations. Data were obtained from Kiayi, educators and students, using observation techniques, in-depth interviews, FGDs and documentation. The results of the study indicate that the process of implementing religious moderation education in the three Islamic boarding schools implemented automatically by the lessons of the students at the Islamic Boarding School. The implementation of religious moderation is reflected in several aspects, namely; national commitment through activities that contain the spirit of nationalism and respect for differences, understanding of tolerance and anti-radicalism obtained through the understanding of teachers and teaching materials; accommodative behavior towards local culture is reflected in the implementation of barzanji, yasinan, and tahlil. The implementation of moderation education is also accommodated through the integration of general formal education with Islamic boarding school diniyah education, then the teacher perspective through religious moderation and the most by the kitab kuning which contains a message of moderation through lessons on Aqidah, Sharia and Morals, especially in the kitab Aqidatul Awam, Akhlakul lil banin, Khulasoh and Risalah. Moderation model pattern in Islamic boarding schools in Sorong shows pattern, (1) The integration model of learning with Islamic material content that contains moderation values, especially through the teaching of The kitab kuning. The next pattern is (2) The collaboration model of Islamic boarding school curriculum with formal madrasas, dan the collaboration model of Islamic boarding school curriculum with local culture, and globalization.
 Keywords: 
 Islamic Boarding School, Religious Moderation, The Kitab Kuning, Salafiyah-Modern

Religious moderation is a crucial principle in the pluralistic national education system, especially in the context of Hindu non-formal religious education in Indonesia. This study aims to analyze the habituation process of internalizing religious moderation values in early childhood in Pasraman Samiaga Mataram, as well as identify the learning strategies used by Acarya in shaping students' moderate character. The approach used is a qualitative case study with data collection techniques through observation, in-depth interviews, and documentation. The hypothesis of this study states that the more intensive and contextual the habituation process is carried out, the higher the level of internalization of the value of moderation in early childhood. The results of the study show that learning activities such as Dharma Tula, Yoga, and Dharma Yatra are effectively a medium for habituation of the values of tolerance, peace-loving, and non-violent attitudes, even though students do not understand the concept of moderation terminologically. Affective and contextual strategies have been shown to be more effective in shaping moderate behavior than expository approaches. This article contributes to the development of a theory of Hindu character education based on religious moderation at an early age by emphasizing the importance of a habitual learning approach in instilling abstract values. These findings reinforce the urgency of updating pasraman pedagogy and relevance in shaping an inclusive and adaptive young generation during social diversity. The findings of this study are key to creating a non-formal education model that effectively addresses the challenges of diversity and potential intolerance starting from an early age.

SKI learning in madrasas involves various social contexts and goes beyond just the transfer of historical knowledge. Religious moderation is an important outcome of religious education in Indonesia, and primary and secondary education are prerequisites for continuing to higher education. In this context, educational institutions have an important role in instilling and implementing the values of religious moderation. This study aims to describe the urgency of the value of religious moderation in learning Islamic Cultural History (SKI) at Madrasah Ibtidaiyah (MI). The method used in this study is a literature review by accessing various relevant sources throughGoogle Scholar with a minimum of 5 years published reference articles. The results of the study show that religious moderation is a balanced religious attitude between exclusive religious practices and respect for other people's religious practices. Religious moderation is the key to creating tolerance and harmony in society. SKI learning at MI can be a means to develop religious moderation values in students. By incorporating religious moderation in SKI learning, it is hoped that students can treat each other with respect, accept differences, and live in peace and harmony

Since its independence, Indonesia has had to overcome numerous difficulties. Terrorism, radicalism, intolerance, and separatism (TRIS), which endangers Indonesia's unity, are one of the problems. According to numerous studies, many colleges are affected by the threats of terrorism, radicalism, intolerance, and separatism. This study aims to portray how religious moderation is implemented in non-religious universities in West Java. The implementation of religious moderation is seen from six indicators: understanding the concept, university policies about religious moderation, national commitment, tolerance, anti-violence attitudes, the accommodation of local wisdom, and compliance with laws and regulations. A mixed-method approach was used in this study, which was conducted at ten universities in West Java. Observation, interviews, documentation, and questionnaires were used to obtain the data. University leaders, lecturers, and students served as the data sources. The study concludes that non-religious universities in West Java have a good and enough carrying capacity and anticipatory readiness to stop the expansion of TRIS by enforcing religious moderation. However, to have a powerful deterrent against the rise of terrorism, radicalism, intolerance, and separatism, it is vital to deepen and affirm the commitment to religious moderation.

This study explores the historical legacy and transformation of Catholic religious education in Indonesia from its colonial foundations to its present-day contextual form. Rooted in Dutch colonialism, early Catholic education emphasised Eurocentric doctrine, rigid discipline, and missionary control. Following Indonesia’s independence, significant shifts occurred as the system adapted to national values, local cultures, and pluralistic society. Through qualitative interviews with educators and religious scholars, this research reveals how remnants of colonial structures persist, while institutions progressively embrace inculturation, dialogical pedagogy, and Indonesian identity. The findings highlight a critical, ongoing negotiation between preserving useful traditions and constructing an inclusive, culturally grounded model of religious education. This transformation reflects broader efforts to harmonise faith with national and cultural identity in postcolonial Indonesia.

Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the spiritual values of education. The output of religious teachings has recently shifted from the primary goal, namely the goal of education, because the education system is religiously oriented. Intolerance, corruption, human rights violations and all forms of moral decay that the Indonesian nation faces are manifestations of the minimal results of the cultivation of religious education in Indonesia. To fill this gap, this study tries to analyze and solve the problem of religious education from both an Islamic and a Christian perspective. The research used in this article is a discourse analysis method by comparing Islamic religious education and Christian religious education in Indonesia. Cooperation between the government and religious education is needed to develop religious education in Indonesia's global era. It requires integration between religious values and the positive values of globalization. Inter-religious and inter-religious dialogue must be included as part of religious education. Religious and educational institutions must be separated from commercialization, and cooperation between Christian and Islamic institutions. The Ministry of religious affairs as the higher authority in religious education, have to build mutual cooperation between the Islamic institution of religious education and the Christian Institution of religious education to support dialogue and sharing in term of harmonization.

The purpose of this study is to reveal how the phenomenon of implementation and implementation model of religious moderation education in Islamic boarding schools in Sorong Regency which has a pluralist, multiethnic and multicultural population. This is a descriptive-qualitative research with three Islamic boarding schools as research locations. Data were obtained from Kiayi, educators and students, using observation techniques, in-depth interviews, FGDs and documentation. The results of the study indicate that the process of implementing religious moderation education in the three Islamic boarding schools implemented automatically by the lessons of the students at the Islamic Boarding School. The implementation of religious moderation is reflected in several aspects, namely; national commitment through activities that contain the spirit of nationalism and respect for differences, understanding of tolerance and anti-radicalism obtained through the understanding of teachers and teaching materials; accommodative behavior towards local culture is reflected in the implementation of barzanji, yasinan, and tahlil. The implementation of moderation education is also accommodated through the integration of general formal education with Islamic boarding school diniyah education, then the teacher perspective through religious moderation and the most by the kitab kuning which contains a message of moderation through lessons on Aqidah, Sharia and Morals, especially in the kitab Aqidatul Awam, Akhlakul lil banin, Khulasoh and Risalah. Moderation model pattern in Islamic boarding schools in Sorong shows pattern, (1) The integration model of learning with Islamic material content that contains moderation values, especially through the teaching of The kitab kuning. The next pattern is (2) The collaboration model of Islamic boarding school curriculum with formal madrasas, dan the collaboration model of Islamic boarding school curriculum with local culture, and globalization.

This study aims to analyze the implementation and supporting and inhibiting factors of strengthening religious moderation through Pancasila-based character education in students of the Islamic Religious Education S1 Study Program at Darul Ulum Islamic Center Sudirman University. The research uses a qualitative approach with a case study design and a socio-legal approach. Data was obtained through in-depth interviews, lecture observations, focus group discussions, and analysis of curriculum documents and Semester Learning Plans. The results of the study show that the integration of Pancasila values in the curriculum, dialogical pedagogical approaches, community service activities, and strengthening digital literacy are the main factors in strengthening students' religious moderation. An inclusive academic culture and lecturer role models also support the internalization of the values of tolerance and national commitment. However, the limitations of the character evaluation system that are not yet longitudinal, the variation in lecturers' pedagogical competencies, and the challenges of digital polarization are obstacles that need to be overcome. This study concludes that Pancasila-based character education has strategic potential in forming prospective religious educators who are moderate and inclusive, noting that it is necessary to strengthen a more systematic assessment system and digital literacy strategy for the sustainability of long-term impacts.

Indonesia's diversity, unified by Pancasila, faces challenges from extremism, highlighting the need for religious moderation across all faiths to maintain harmony, tolerance, and national unity. This study aims to determine the role of the Central Sulawesi Province Police Department in grounding Pancasila values and religious moderation in shaping the nation's character in Central Sulawesi province, To find out the factors that inhibit the grounding of Pancasila values and religious moderation in shaping the nation's character Research The research method used is a qualitative descriptive method. The author determined the informants by the purposive sampling method The data collection techniques in this study were carried out through interviews, observations and documentation. The results and discussion of this study show that the effective role of Kesbangpol in Grounding Pancasila Values and Religious Moderation in Shaping the Nation's Character can be seen in Central Sulawesi Province the implementation of policies contained in the 2021-2026 Kesbangpol Strategic Plan, showing that the policy is realized with the implementation related to the implementation of Pancasila values, political education and national insight. Of course, this can have a positive impact on religious moderation in community life to shape the nation's character. Inhibiting factors The factors that inhibit the grounding of Pancasila values and religious moderation in shaping the nation's character in Central Sulawesi Province consist of 2 factors, namely internal factors and external factors.

Religious moderation has become an important concept in Islamic education, especially in Indonesia, as an effort to instill the values of balance, tolerance, and inclusiveness. Pesantren, as traditional Islamic educational institutions, have a central role in teaching moderation values to santri. This article aims to analyze the application of religious moderation in educational management in pesantren, focusing on aspects of curriculum, leadership, and character education. This research uses a qualitative method with a case study approach at Pesantren An-Nawawi Berjan Purworejo. Data were collected through observation, in-depth interviews with caregivers, santri, and teaching staff, as well as document analysis related to curriculum policies and pesantren management. The analysis was conducted using a thematic approach to identify patterns of religious moderation implementation in the daily activities of the pesantren. The results showed that the application of religious moderation in Pesantren An-Nawawi Berjan Purworejo had a positive impact on increasing tolerance among students and inclusive character building. Religious moderation is also integrated in human resource management, curriculum development, and pesantren leadership activities. In addition, the values of religious moderation help this pesantren in managing social dynamics better, increasing the operational effectiveness of the Institute. The implementation of religious moderation in Pesantren An-Nawawi shows how the pesantren can adapt to modern challenges such as intolerance and radicalism, while still maintaining its traditional identity. The integration of moderation values in the curriculum and management of pesantren strengthens the role of pesantren as institutions that educate generations that are not only academically intelligent, but also have tolerant and inclusive characters. This research confirms that religious moderation plays an important role in pesantren education management, particularly in improving tolerance and management effectiveness. The implication is that this model of implementing religious moderation can be adopted by other pesantren in Indonesia in facing the challenges of radicalism and maintaining social harmony.

This article discusses the concept of religious moderation in Tafsir of the Qur'an and its relevance to Islamic Religious Education in Indonesia. The background to this research is the importance of understanding moderation in the context of diversity in Indonesia, especially in Islamic religious education. The aim of this research is to analyze the concept of religious moderation contained in the book Mafātih al-Ghaib by Fakhruddīn al-Rāzi and the interpretation of the Indonesian Ministry of Religion, and relate it to the Islamic Religious Education curriculum in Indonesia. The research methodology used is a qualitative method with content analysis techniques. Primary data was obtained from moderation verses in the book Mafātih al-Ghaib and the tafsir of the Indonesian Ministry of Religion, while secondary data came from scientific journals, books and relevant previous research. The analysis was carried out using a thematic and comparative approach, and using Yusuf al-Qaradawi's moderation theory. The research results show that the concept of religious moderation in Tafsir of the Qur'an can be applied relevantly in the context of Islamic Religious Education in Indonesia. These findings provide an original contribution to the understanding of religious moderation and can guide the development of inclusive and moderate religious curricula.

The research observed the gap in understanding how English Language Teaching (ELT) materials in Indonesian primary schools promoted religious moderation and fostered values such as tolerance and respect for diversity. Utilizing a narrative case study approach, it examined the role of ELT materials in advancing religious moderation. Through an analysis of ELT textbooks and supplementary resources, the research evaluated the representation of religious moderation themes and explored teachers’ perceptions and use of these materials in their classrooms. The research contributed to the broader discourse on education’s role in fostering peace and tolerance, providing insights for policymakers, educators, and curriculum developers. Applying a qualitative narrative case study design, the research captured the experiences of English language teachers from three primary schools in diverse settings in Pekalongan, Central Java, Indonesia. Data were collected through in-depth interviews, document analysis, and classroom observations, with validation techniques such as triangulation and member checking ensuring credibility. Thematic analysis was used to systematically analyze the data. Findings reveal both the potential and limitations of ELT materials in promoting religious moderation. While textbooks feature characters from diverse cultural and religious backgrounds, they often lack explicit integration of religious moderation values, focusing more on language skills. Teachers address these gaps with supplementary strategies, including additional stories, activities, and discussions that emphasize religious diversity and interfaith tolerance. The research highlights the need for curriculum developers to prioritize religious moderation in educational materials and for policymakers to support professional development initiatives for teachers. Implementing these recommendations can better equip students with values essential for fostering a harmonious and inclusive society.