Moderate Islamic Values Research Articles

Implementing Learning Strategies for Moderate Islamic Religious Education in Islamic Higher Education

Religious Moderation in education is important to implement because it can bring a deterrent effect to the students’ religious understanding and practice to avoid radicalism in higher education. The present study is aimed at investigating learning strategies to deliver Islamic Religious Education in higher education. A qualitative method with a case study approach was applied in this study. The data were collected by using interview, documentation, and observation. The results show that the university applied several learning strategies to strengthen students’ psychomotor and affective aspects in the form of experiential, habituation, emotional, functional, and rational strategies. Those strategies can be implemented by using various learning methods such as lectures, discussions, experiments, and assignments that promote moderate Islamic values and Rahmatan LiAlaminin.

Student's Attachment to Social Media and the Challenges of Moderate Islamic Education (Implementation During the Covid-19 Pandemic)

During the Covid-19 pandemic, students' dependence on gadgets and social media is stronger through online-based learning. The attachment of school-age children to gadgets and social media is prone to intersect with intolerant religious content and narratives. It is a challenge to implement moderate Islamic education in education units. This study explored the problem of school-age children's attachment to devices and analyzes the challenges of implementing moderate Islamic education in education units during the Covid-19 pandemic. This research is library research with a descriptive method. The data in this study were obtained from relevant documents regarding the research. At the same time, the primary data was a document resulting from the KPAI survey with a total sample of 14,169 respondents spread across 34 provinces in Indonesia. In contrast, secondary data were studies that were relevant to this research. This study indicated that the attachment of school-age children to gadgets and social media can be directed at strengthening moderate Islamic values through several educational contents. With intensive supervision and assistance from parents on gadgets and social media, school-age children can be controlled from content that leads to narratives of intolerance, extremism, and radicalism.

Establishing The Export Agent of Indonesia's Moderate Islam Since The Elementary School Age

Moderate Islam is expected to be an alternative response to the phenomenon of radical Islamic movements, which tend to eliminate the spirit of Islamic value as a blessing for the entire world. A number of Muslim groups around the world choose to practice Islam exclusively and look at themselves as the most righteous in accordance with religious law. They tend to consider those who disagree with them as enemies who must be killed. Indonesia has recently developed a moderate Islamic discourse, through government and religious organizations such as Nahdlatul Ulama and Muhammadiyah, to stem right mainstream or left mainstream of Islam movement. This study was aimed to discuss the educational possibilities for preparing Indonesian cadres to speak out for Islamic moderation in the global world. This study employed a qualitative method with a library research approach, which was putting academic texts as the primary source. The study's findings were as follows: To export religious moderation to the global world, a holistic integrative strategy must be implemented starting from basic education school for establishing cadre of Indonesia’s moderate Islam voice, including 1. Learning and applying moderate Islamic values in daily life through structured programs. 2. Strengthening the Muslim intellect in various fundamental subjects, particularly English, Arabic, and mathematics enabling them to develop knowledge and skills to reach all segments of stratified mankind to spread moderate Islamic values in an applicable and inclusive manner. 3. Improving academic and popular writing skills in international languages that make their ideas more accepted by the entire global community and they have bargain among global

Dakwah Qaryah Thayyibah’s (DQT) of Darul Ihsan Islamic Boarding School Muhammadiyah Sragen (DIMSA) as a Model of The Moderate Islam

This study aimed to examine (1) how the application of the Dawah Qaryah Thayyibah (DQT) method was, (2) whether the DQT method was effectivefor spreading moderate Islam, and (3) the obstacles in applying the method.This study used the qualitative method with the religious study approach, conducted at the Pondok Pesantren Darul Ihsan Muhammadiyah Sragenor DIMSA (the Darul Ihsan Muhammadiyah Islamic Boarding School of Sragen ~Eng.), Indonesia. The data were obtained based on open-ended question-based interviews with the key respondents. The data were then analyzed in three steps: reduction, presentation, and conclusion. The results showed the following: First, the DQT was carried out by sending the students to a community within a certain period to interact with the community, assisting both in religious and social activities in the community; therefore, there was an interaction between students and the wider community. Second, the DQT was effective for spreading moderateIslam, and the effectiveness was in two things: first, the students had a new awareness that there was diversity in society both in terms of religion, culture, and society, and thus the DQT method could reduce and minimize conflicts both in religious and social teachings and the weakness of humanity; second, there were some moderate values that could be developed using the DQT method, including tawazun (balance), ta’adul (justice), tasamuh (tolerance), and shura (deliberatio n ) to create an inclusive-participatory attitude. Third, the obstacle i n implementing the DQT method was the relatively short interaction time between studentsand the community; hence the results of internalizing moderate Islamic values had not been fully visible in real terms.

Chinese Muslims’ Ways of Being Nationalist: Combining Islamic Cosmopolitanism, Acculturation and Social Roles

<p>One of the ideas that should also be formalized in the reform movement in Indonesia is addressing the issue related to minority groups. Chinese group in Indonesia is one of civil groups that may experience discrimination to date. As a minority ethnic and Muslim community in Indonesia, Chinese Muslims are inevitably in a vulnerable position. They should prove their patriotism toward the nation, Indonesia. This research finds out that the Chinese have been a community that exists way before Indonesia gained its independence: some even play a significant role in Islamization. Chinese Muslims in Indonesia also contribute to establishing the concept of nationalism in Indonesia. Additionally, Chinese Muslims seem to be successful in contextualizing a more substantial concept of nationalism by positioning Chinese ethnic as a cultural entity, not as a representative of “other nation,” and by assimilating local Muslims to play various societal roles. Besides, Chinese Muslims also practice moderate Islamic values to emphasize that their values do not contradict the national values of Indonesia.</p>

Keeping the middle path: mainstreaming religious moderation through Islamic higher education institutions in Indonesia

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.

Strengthening Religious Moderation Literacy For Muhammadiyah Citizens, In The Leaders Of The Muhammadiyah Branch, Medan City, North Sumatera Indonesia

Moderate Islam is a teaching that is able to keep up with the times and doesnot leave the teachings after it. But now, most people consider moderateIslam as a liberal or deviant teaching. Therefore, Muslims are calledummatan washatan, harmonious and balanced people, because they areable to combine the two poles of the previous religion, namely Judaismwhich is too down to earth and Christianity which is too high. Theunderstanding of moderate Islamic values is currently starting to be erodedby changing times, so that many people misunderstand moderate Islamwhich is considered a compromise of religious theological beliefs withadherents of other religions, so that people perceive moderation as aliberal attitude, and raise public antipathy in dealing with religiousmoderation. Moderation Literacy referred to in this service activity isreinforcing the importance of understanding related to religiousmoderation for Muhammadiyah organization cadres at the MuhammadiyahBinjai Branch Leadership. This activity of strengthening religiousmoderation literacy is carried out by training methods by presentingvarious materials related to religious moderation that are oriented toMuhammadiyah ideological texts.

RELIGIOUS MODERATION IN ISLAMIC EDUCATION LEARNING TO COUNTER RADICALISM: Study at SMAN 1 Sugihwaras Bojonegoro

Among the negative impacts of advances in digital technology is the spread of false information based on religion which plays a role in shaping young people to become radicalized and justifying violence for religious solidarity. Efforts should be made to internalize the values of religious moderation in Islamic Education learning (PAI) in schools, so that students are able to understand, live and practice moderate Islamic values according to the Islamic vision, namely Islam Raḥmat li al-Âlamîn. This research is a descriptive qualitative research with the object of research at SMAN 1 Sugihwaras Bojonegoro. Data obtained through interviews, documentation, and observation. The data analysis technique used Miles and Huberman's model in the form of data reduction, data display, and conclusion drawing. The data validity used triangulation technique. The findings show that the internalization of religious moderation in Islamic education learning to counter radicalism can be started by determining educational policies and objectives, as well as through the design of a the prescribed/intended curriculum and a hidden curriculum. Meanwhile, the contribution of religious moderation in general is to mature students' intellectual, mental and social skills as multicultural social beings with respect for diversity and a willingness to cooperate fairly with anyone.

Reading The Naration of Nation in Al Muayyad Islamic Boarding School at Surakarta

This research departs from the existing academic anxiety, namely photographing how the role of Islamic boarding schools, in this case Al-Muayyad as a religious education institution and agent of social change in linking between Islamic understanding and Indonesianness. In addition, this paper tries to read the pattern of shifting the narrative of the nationality of Al-Muayyad from pre-independence to post-independence Indonesia based on Islamic values ​​developed. This study uses descriptive qualitative methods, intended to describe the data obtained from observations. The analysis uses cohesion interpretation with the verstehen method, namely the interpretations sought can explain the sociological symptoms observed in accordance with the meanings given by the observed object. Data collection uses observation, interviews, and documentation. The results of the study show that Al-Muayyad as the sālafīyāh pesantren which places Islam as mābdā ’al-hāyāh thus gives birth to Islamic character which is tāwāsuth (moderate) and inclusive. Aswaja as mānhāj al-fīkr provides a frame in the creation of Islam that respects local traditions, pluralism, multiculturalism, tolerance, democracy and other humanism values ​​in accordance with the concept of māqāshīd al-syarī'ah which includes five basic human rights (al-kullīyāt al-khāms). Al-Muayyad as a sub-culture of society that has its own uniqueness in the next aspects of value, such as the way of life adopted, the outlook on life, the values ​​followed, and its own internal power hierarchy that is fully adhered to. As a religious education institution and agent of social change, Al-Muayyad places moderate Islamic values ​​and locality as a medium to build a society that is peaceful, tolerant, and appreciates the diversity that exists. In affirming national identity, Al-Muayyad is based on a dynamic Islamic understanding as a form of “Islam Nusantara”, Islam that is distinctive in Indonesian-nuanced taste by promoting pluralist, populist, and national-minded values.

Memperkuat Islam Moderat Melalui Metode Pembelajaran Demokrasi di Madrasah Ibtidaiyah

This paper aims to promote the implementation of the concept of strengthening moderate Islam through democratic learning in Islamic elementary schools. The ease of internet access and remote communication, as the effect of globalization in the field of technology, can be used to gain any information needed, including the Islamic knowledge that can be freely learned without teachers. A literature study was employed to describe the data related to the internalization of moderate Islam and democratic learning. The findings demonstrate that moderate Islam (tawasuth) is a life principle that upholds justice in social life. The values of moderate Islam can be internalized in the school curriculum as a reinforcement starting from the elementary school level through implementing democratic learning. This application can be carried out through various methods such as discussion, question and answer, group work, and simulation. The implementation of democratic learning encourages communicative relationships between teachers and students, fosters friendship, and enhances the value of ‘ukhuwah’ (good relations). Furthermore, these methods emphasize student-centered learning. This study also illustrates that democratic learning provides a wide array of opportunities for students to creatively and critically express their ideas and thoughts in their own learning styles.

The Transformation of Da'wah Student Activity Unit through Religious Moderation Value Education


 Radicalism in the name of religion has spread and took root in various universities in Indonesia through, among others, the student activity unit (UKM). This condition needs serious attention from campus officials in order to prevent the students from radical ideology. This is because the main value of religious moderation promoted by Indonesian Ministry of Religious Affairs includes commitment to nationality, harmony, anti-violence and wisdom towards local culture, which aims to prevent radicalism from being implemented optimally, so that it can endanger student morality. This article aims to portrait the transformation process of UKM da'wah named Al-Fattah, which has been indicated to have radical ideology, into a moderate da'wah unit through religious moderation value education. This participatory action research emphasizes joint learning, participation, and organizational transformation. Through in-depth analysis, the results show that after changing the name from Lembaga Dakwah Kampus Al-Fattah to Korps Dakwah Islam Nusantara, this da'wah unit began to spread moderate Islamic values, or what commonly refer to rahmatan lil alamin. The transformation does not occur only in the aspect of name, but also on the philosophical basis, principle, vision, symbol, and materials for cadre activities. Research contributions include strengthening government programs in order to participate in realizing the religious moderation program launched by the Indonesian Ministry of Religious Affairs.

MEMPERKUAT NALAR TEOLOGI ISLAM MODERAT DALAM MENYIKAPI PANDEMI COVID-19 DI PIMPINAN RANTING PEMUDA MUHAMMADIYAH BANDAR PULAU PEKAN

Religion for some people in the world is a guideline for determining the direction to be directed in their life. In life in this world, the most important thing is a peace of mind and body in society. In keeping up with the current changes, a good reasoning process is urgently needed as a solution to addressing this to break the chain of the spread of the Covid-19 outbreak. Moderate Islam is a teaching that is able to keep up with the times and does not abandon the teachings afterwards. So that Moderate Islam is a religion that is able to balance the movement of changes in life in society. The understanding of moderate Islamic values is currently being eroded by the changing times, so that many young people tend to be pragmatic, exclusive and intolerant in responding to the situation and conditions of the Covid-19 pandemic which is spreading so rapidly today.

Moderasi Pendidikan Islam dan Tantangan Masa Depan

This study aims to elaborate on the moderation of education and the challenges of education in the future. This study uses literature study method. The results of the study show that students are a group that is very vulnerable to being carried away by the flow of religious radicalism. A very young age and considered to be unstable, with a passionate spirit, and a strong desire to enforce religious teachings more comprehensively makes this young group who is within the scope of an educational institution to become the most vulnerable social group to be infiltrated and become the target of radical groups that convey religious understandings and attitudes that are rigid and tend to be superficial. On the other hand, new challenges have begun to emerge, such as advances in science and technology, democratization, and moral decadence that have surrounded human life in this era. So a special strategy is needed to be able to instill moderate Islamic values ​​in students by utilizing teaching and learning activities and parenting patterns that exist in the community or in educational institutions. Because Islamic educational institutions have a moral and social burden to participate in finding the right solution or solution in order to prepare superior human resources who have strong competitiveness for the advancement and harmony of religion, nation and state.

Integrating the Values of Moderate Islam in Social Science Learning: A Qualitaive Study at Islamic Junior High School (MTs) Darul A’mal Metro

The purpose of the article describing social studies learning integrated with moderate Islamic ideology is able to ward off religious ideology (theology) with characteristics: First, escapist radicalism, trying to release worldly life, ascetic life, freeing themselves from worldly pleasures that are considered poisonous and virtual. Second, theological-ideological radicalism, building an exclusive community, as an anti-group identity the surrounding world that is considered to be like the devil's world must be eradicated. The method of data collection is done by observation and interviews obtained from the staff of 8 MTs educators and 4 students who were analyzed using a quantitative approach. From the stages of the research conducted found several main components in counteracting radical ideology through the integration of social studies learning namely 1). Formulating competency achievements, 2). Formulating the description of the subjects in the lesson plan based on moderate Islamic values, 3). Implementing learning by instilling an attitude ( tassamuh, tawasud, tawazun ). Conclusion of the changes made, first through the achievement of competence, secondly formulating a description of each social studies subject integrated with the Islamic concept of Rahmatan lil 'alamin , thirdly learning strategies are integrated with the concept of wasaton, fourth in evaluating the portion of the attitude assessment component. The resulting impact: 1). Islam rahmatan lil 'alamin , build tolerance, harmony, and peace without violence. 2). Islam will continue to synergize with culture, in search of the relevance of universal values ​​of religion in responding to life's problems.

Refleksi Masjid Sebagai Public Sphere dan Sentra Dakwah Moderasi

Mosques as mosaics of Islamic civilization have a variety of functions. Islamic civilization, from the classical period (650-1250 AD) to the current modern period, has a central institutional movement through the mosque. This study discusses the role of mosques as public spheres and centres for proselytisation of moderation. By using library research, this study illustrated that the mosque as an institutional centre of the implementation of worship both mahdloh and mu 'amalah. In addition, the mosque also functions as a public space in solving various problems of society as well as as a centre for preaching based on moderate Islamic values. The results of this study will enrich the treasure of the development of the role of the mosque in the current era to become a centre for socio-religious activities based on moderate Muslims.

Implementation of Multicultural and Moderate Islamic Education at the Elementary Schools in Shaping the Nationalism

Islamic multicultural education in formal education can be implemented since elementary school. The purpose of this article is to describe the application of multicultural education with moderate Islamic values through the learning process in elementary schools to shape the character of nationalism in Indonesia. The qualitative method was used in this study to see the phenomena that occur in the field. The data analysis used was the source and technique triangulation method. There were 8 respondents from three elementary schools, namely Sekolah Dasar Negeri 7 Kota Metro, Sekolah Dasar Negeri 4 Kota Metro, and Madrasah Ibtidaiyah Negeri 1 Kota Metro. The research instruments used were interviews, observations, and documentation, which were then analyzed through inductive thinking. The development of multicultural education and moderate Islamic values in shaping the character of nationalism was done through the integration of moderate Islam by instilling tawassuth, tassamuh, tawazun, and amar ma'ruf nahimunkar attitudes by introducing the surrounding environment as a cultural plurality (contextual approach) and instilling an attitude of tolerance and able to coexist with other people. These three steps were developed by the teachers in structured lesson planning by formulating goals, setting essential material, carrying out the learning process, and carrying out attitude assessments.

Eksistensi Moderasi Islam dalam Kurikulum Pembelajaran PAI di SMA

Students become very vulnerable groups dragged down by the flow of religious radicalism. The age is still very young and still unstable with a burning spirit, and longing to practice religion more kāffah (comprehensive) making young groups including Muslim students in high school will be the most vulnerable social groups infiltrated and targeted by radical groups preach religious understanding and attitudes that are rigid and tend to be superficial. On the other hand, religious liberalism at the same time has also begun to infiltrate some young people, including Muslim students in high school. So it is necessary, a strategy to instill moderate Islamic values into students by utilizing the teaching and learning activities of Islamic Education in the classroom. This is because the main actors who are perpetrators of violence, anarchistic actions in religious conflict with religious backgrounds are groups affiliated to Islam. So that inevitably, Islamic Education has moral and social responsibility to help find a way out.

Islam Moderat di Pesantren: Sistem Pendidikan, Tantangan, dan Prospeknya

This present study aims to expose values of moderate Islam in pesantren (Islamic boarding school). Pesantren constitutes a traditional Islamic educational institution that has grown and developed among Indonesia’s Muslim societies. The institution gives a very significant contribution to the development of Islamic education in particular as well as the implementation of national education system in general. A qualitative descriptive approach was designed in this library research. The findings promote that pesantren has implemented the traditional education system that obliges santri (pesantren students) to live in a boarding school setting. They learn Islamic studies under the supervision of kyai (pesantren teachers). This study also promotes that pesantren plays a pivotal role in fostering values of moderate Islam as one of the national challenges nowadays. The values highlight tolerance in understanding diversity to realize a peaceful life. The today’s condition showing the development of pesantren can be used as the prospect for Muslims to spread the concept of moderate Islam that leads us not to be easily provoked by hoaxes. It implies that values of moderate Islam need to be sustainably promoted in pesantren as an Islamic education institution.

Madrasah Diniyah Sebagai Pola Diseminasi Islam Moderat di Pesantren Mahasiswa Darussalam Keputih Surabaya

Tulisan ini mencoba mengurai peran penting Madrasah Diniyah dibawah naungan Pesantren Darussalam Keputih yang berada di lingkungan Institut Teknologi Sepuluh November (ITS) Surabaya di tengah-tengah maraknya gerakan Islam transnasional di dalam kampus. Pengelola menyadari sepenuhnya arti penting diseminasi tata nilai Islam moderat dan menempatkan Madrasah Diniyah sebagai struktur mediasi dalam membiakkan nilai-nilai toleransi dan menolak formalisasi khilafah dalam bingkai Negara Kesatuan Republik Indonesia. Para santri tidak hanya belajar kitab-kitab berdasarkan jenjang kelas masing-masing, melainkan juga mendalami gagasan besar Islam moderat di tanah air. Pendalaman dilakukan dengan cara menghubungkan pengetahuan santri dengan website WIKI ASWAJA dan ASWAJA NU yang dikelola oleh Pusat Kajian Aswaja PWNU Jawa Timur. Isu-isu mutakhir, seperti khilafah dan Islam Nusantara yang dipublikasikan oleh website didiskusikan dengan metode bandongan-muhawarah dengan melibatkan seluruh santri-mahasiswa. Keberhasilan Madrasah Diniyah Takmiliyah di pesantren Darussalam sebagai struktur mediasi ditandai oleh kemampuannya mengembangkan diskursus tandingan terhadap gerakan-gerakan Islam transnasional di lingkungan kampus.

Incorporating Values of Moderate Islam for the 21st Century Learners in an English as a Foreign Language Class

This present study explores how to incorporate values of moderate Islam for the 21st century learners in an English as a Foreign Language (EFL) class. It was conducted in the single class consisting of 44 undergraduate students who took English for Islamic Education course at Institut Agama Islam Negeri Pekalongan, Indonesia. The data were collected through observation and interview. The finding exposes that five values of moderate Islam could be noticed in the EFL class, namely: objectivity, tolerance in encountering diversity, inclusiveness in receiving current issues, logic and flexibility in understanding texts, and innovation in daily life. Another result demonstrates the lecturer’s pivotal roles in incorporating the values of moderate Islamic for the 21st century learners in the classroom setting. The roles included facilitating as a good model to incorporate the values, such as respecting diversity without any discrimination of gender and social backgrounds and having enthusiasm for helping the learners, organizing an online group on Edmodo learning management system, and providing the EFL learners with opportunities to foster good morality in both individual and group learning activities. The study also promotes that relating to the use of learning materials, online news articles containing Islamic values were used as the authentic materials, and EFL teaching may impact on the learners’ disappointment or conflict with the culture embedded in the learning materials.