Incorporating the Value of Religious Moderation in Islamic Education Learning
Abstract
This article aims to analyze strategies, methods and models for internalizing the values of religious moderation through the role of teachers and learning Islamic education through curriculum and learning, as well as their implications for forming student character. This research uses a qualitative approach. Data collection techniques use semi-structured interviews, supporting documentation and observations of a series of learning processes in and outside the classroom. Checking the validity of the data uses triangulation techniques. Data analysis was carried out using the stages of data collection, data reduction, data presentation, and concluding/verification. This research shows that internalising religious moderation values includes planning, implementation, organizing and evaluation. Several methods of internalizing the importance of religious moderation include exemplary methods, motivation, habituation, insertion methods, enforcing rules and choosing teaching methods. In general, internalization can be grouped through the learning culture approach in the classroom and school culture. The stages include transforming values, building communication and interaction between teachers and students and synergizing mental attitudes and personalities. The model for integrating the importance of religious moderation through the Islamic education curriculum and learning can be carried out using informative insertion, confirmative insertion and corrective insertion methods. The implications of internalizing the values of religious moderation positively impact increasing student discipline, tolerance, compliance with school rules, respect, and social awareness.
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References
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[30] Surana, D. (2017). Model Internalisasi Nilai-nilai Islami dalam Kehidupan Siswa-siswi SMP Pemuda Garut. Ta’dib : Jurnal Pendidikan Islam, 6(1), 189–201. https://doi.org/10.29313/tjpi.v6i1.2372
[31] Suryana, D., & Hilmi, F. (2023). Educating for Moderation: Internalization of Islamic Values in Shaping Religious Tolerance in Vocational High Schools. AL-ISHLAH: Jurnal Pendidikan, 15(2). https://doi.org/10.35445/alishlah.v15i2.3285
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[33] Wahyudi, A. (2018). Character Education Development Pattern: Efforts to Empower School Managers. Al-Hayat: Journal of Islamic Education, 2(2), 271–279. https://doi.org/10.35723/ajie.v2i2.41
[34] Wildan, M., & Muttaqin, A. (2022). Mainstreaming Moderation in Preventing/Countering Violent Extremism (P/CVE) in Pesantrens in Central Java. QIJIS (Qudus International Journal of Islamic Studies), 10(1), 37–74. https://doi.org/10.21043/qijis.v10i1.8102
[35] Zailiah, S. (2022). Internalization of Religious Moderation Values For Students In MAN 2 Palembang. Edukasi Islami: Jurnal Pendidikan Islam, 11(2), 2. https://doi.org/10.30868/ei.v11i02.4469
[2] Abidin, Z., Destari, D., Syafruddin, S., Arifin, S., & Agustiani, M. (2022). Implementation of Islamic Religious Education Learning and Character in the New Normal Era. Al-Hayat: Journal of Islamic Education, 6(1), 158–169. https://doi.org/10.35723/ajie.v6i1.239
[3] Akhwan, M. (2014). Pendidikan Karakter: Konsep dan Implementasinya Dalam Pembelajaran di Sekolah/Madrasah. El-Tarbawi, 7(1), 61–67. https://doi.org/10.20885/tarbawi.vol7.iss1.art6
[4] Arifinsyah, A., Andy, S., & Damanik, A. (2020). The Urgency of Religious Moderation in Preventing Radicalism in Indonesia. ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin, 21(1), 91. https://doi.org/10.14421/esensia.v21i1.2199
[5] Asroni, A. (2023). The Implementation of Islamic Religious Education with A Multicultural Perspective at SMA Piri 1 Yogyakarta. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(1), 255–264. https://doi.org/10.37680/qalamuna.v15i1.2234
[6] Azis, D. K., Saihu, M., Hsb, A. R. G., & Islamy, A. (2021). Pancasila Educational Values in Indicators Religious Moderation in Indonesia. FITRAH: Jurnal Kajian Ilmu-Ilmu Keislaman, 7(2), 229–244. https://doi.org/10.24952/fitrah.v7i2.4475
[7] Baráth, T. (2015). Learning Organization as a Tool for Better and More Effective Schools. Procedia Manufacturing, 3, 1494–1502. https://doi.org/10.1016/j.promfg.2015.07.330
[8] Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
[9] Eisenmann, M., Grauberger, P., & Matthiesen, S. (2021). Supporting Early Stages of Design Method Validation—An Approach To Assess Applicability. Proceedings of the Design Society, 2821–2830. https://doi.org/10.1017/pds.2021.543
[10] Fahmi, I. (2020). Rekonstruksi Pemikiran Hidden Curriculum untuk Menginternalisasikan Nilai-Nilai Moderasi Beragama dalam Pembelajaran PAI. Educreative : Jurnal Pendidikan Kreativitas Anak, 5(3), 390–402. https://doi.org/10.37530/edu.v5i3.58
[11] Guillen, F., & Elida, D. (2019). Qualitative Research: Hermeneutical Phenomenological Method. Journal of Educational Psychology - Propositos y Representaciones, 7(1), 217–229.
[12] Hasan, M. A., & Huda, M. (2022). Pembelajaran Pendidikan Agama Islam Berbasis Moderasi Beragama dengan Metode Insersi. ICIE: International Conference on Islamic Education, 125–138. https://proceeding.iainkudus.ac.id/index.php/ICIE/article/view/142
[13] Hermawan, A. (2020). Nilai Moderasi Islam dan Internalisasinya di Sekolah. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 25(1), 31–43. https://doi.org/10.24090/insania.v25i1.3365
[14] Huda, M. (2022). Implementation of Scientific Approach In Islamic Education Learning. Edukasi Islami: Jurnal Pendidikan Islam, 11(3). https://doi.org/10.30868/ei.v11i03.4392
[15] Husna, U., & Thohir, M. (2020). Religious Moderation as a New Approach to Learning Islamic Religious Education in Schools. Nadwa, 14(1), 1999. https://doi.org/10.21580/nw.2020.14.1.5766
[16] Ihsan, I., & Fatah, A. (2021). Pancasila and Islamic Education: The Deradicalization Model of Madrasahs Based on Islamic Boarding Schools in Central Java. QIJIS (Qudus International Journal of Islamic Studies), 9(1), 245–278. https://doi.org/10.21043/qijis.v9i1.8941
[17] Jumhur, J., & Wasilah, W. (2023). Constitute-Based Religious Moderation Education. Al-Hayat: Journal of Islamic Education, 7(2), 370–380. https://doi.org/10.35723/ajie.v7i2.365
[18] Kemenag. (2019). Implementasi Moderasi Beragama dalam Pendidikan Islam. Kelompok Kerja Implementasi Moderasi Beragama Direktorat Jenderal Pendidikan Islam.
[19] Khobir, A., Ghoni, A. A., Sari, F., & Musa, M. M. (2023). Strategies for Instilling Religious Moderation Through Traditional Games for Elementary School Children. Edukasia Islamika : Jurnal Pendidikan Islam, 8(1), 117–126. https://doi.org/10.28918/jei.v8i1.353
[20] Liobikienė, G., & Poškus, M. S. (2019). The Importance of Environmental Knowledge for Private and Public Sphere Pro-Environmental Behavior: Modifying the Value-Belief-Norm Theory. Sustainability, 11(12), 3324. https://doi.org/10.3390/su11123324
[21] Mezmir, E. A. (2020). Qualitative Data Analysis: An Overview of Data Reduction, Data Display and Interpretation. Research on Humanities and Social Sciences, 10(21), 15–27. https://doi.org/10.7176/rhss/10-21-02
[22] Miftah, M., Sutrisno, S., & Daulay, H. (2023). Religious Moderation: Identity Politics, Policy, and Social Change in Islamic Religious Colleges. ADDIN, 17(1), 47–78. https://doi.org/10.21043/addin.v17i1.16470
[23] Mof, Y., Ramadan, W., & Hamdie, I. M. (2022). Mentoring Values of Tolerance for Students of Different Religions Through Interfaith Youth Gathering. Engagement: Jurnal Pengabdian Kepada Masyarakat, 6(2), 444–453. https://doi.org/10.29062/engagement.v6i2.1157
[24] Rivai, R., Gani, M. U., & Murfat, M. Z. (2019). Organizational Culture and Organizational Climate as a Determinant of Motivation and Teacher Performance. Advances in Social Sciences Research Journal, 6(2), 555–566. https://doi.org/10.14738/assrj.62.6267
[25] Roughton, J., Crutchfield, N., & Waite, M. (2019). Chapter 2 - Analyzing the Organizational Culture. In J. Roughton, N. Crutchfield, & M. B. T.-S. C. (Second E. Waite (Eds.), Safety Culture (Second Edition) (pp. 35–52). Butterworth-Heinemann. https://doi.org/10.1016/B978-0-12-814663-7.00002-9
[26] Safei, A. A., & Himayaturohmah, E. (2023). Development of Environmentally Friendly Culture in the Islamic Boarding School through Social Intervention Strategy. Al-Hayat: Journal of Islamic Education, 7(1), 226–242. https://doi.org/10.35723/ajie.v7i1.323
[27] Solahudin, D., Komala, E., Ruswandi, U., & Arifin, B. S. (2023). Implementation of Religious Moderation Values in the Learning of Islamic Education. Al-Hayat: Journal of Islamic Education, 7(1), 62–74. https://doi.org/10.35723/ajie.v7i1.331
[28] Suhardin, S., Nurhayati, N., & Adawiyah, R. (2022). Knowledge of Islamic Cultural History and Religious Moderation: Correlation Studies on Students of State Aliyah Madrasah Bekasi. AL-ISHLAH: Jurnal Pendidikan, 14(1), 495–504. https://doi.org/10.35445/alishlah.v14i1.1162
[29] Suprianto, B. (2022). Religious Conflict and Islamic Strategies of Peacebuilding in Indonesia. ADDIN, 16(1), 55–74. https://doi.org/10.21043/addin.v16i1.12877
[30] Surana, D. (2017). Model Internalisasi Nilai-nilai Islami dalam Kehidupan Siswa-siswi SMP Pemuda Garut. Ta’dib : Jurnal Pendidikan Islam, 6(1), 189–201. https://doi.org/10.29313/tjpi.v6i1.2372
[31] Suryana, D., & Hilmi, F. (2023). Educating for Moderation: Internalization of Islamic Values in Shaping Religious Tolerance in Vocational High Schools. AL-ISHLAH: Jurnal Pendidikan, 15(2). https://doi.org/10.35445/alishlah.v15i2.3285
[32] Sya’bani, M. A. Y. (2021). Culture of Religious Moderation Through the Actualization of Islamic Education Wasatiyyah to Improve Religious Reconnection and Tolerance in Indonesia BT - Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMG. Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020), 528–536. https://doi.org/10.2991/assehr.k.211020.075
[33] Wahyudi, A. (2018). Character Education Development Pattern: Efforts to Empower School Managers. Al-Hayat: Journal of Islamic Education, 2(2), 271–279. https://doi.org/10.35723/ajie.v2i2.41
[34] Wildan, M., & Muttaqin, A. (2022). Mainstreaming Moderation in Preventing/Countering Violent Extremism (P/CVE) in Pesantrens in Central Java. QIJIS (Qudus International Journal of Islamic Studies), 10(1), 37–74. https://doi.org/10.21043/qijis.v10i1.8102
[35] Zailiah, S. (2022). Internalization of Religious Moderation Values For Students In MAN 2 Palembang. Edukasi Islami: Jurnal Pendidikan Islam, 11(2), 2. https://doi.org/10.30868/ei.v11i02.4469
Published
2024-01-25
How to Cite
HUDA, Mualimul.
Incorporating the Value of Religious Moderation in Islamic Education Learning.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 221-235, jan. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/476>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v8i1.476.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
