Integrating Religious Moderation Values into Islamic Religious Education: A Pedagogical Approach for Primary Schools

Ahmad Ilmi Aslam A’lawi; Nanang Budianto

doi:10.35719/jier.v6i4.521

Authors

Ahmad Ilmi Aslam A’lawi University of Al-Falah Assunniyyah Kencong Jember
Nanang Budianto University of Al-Falah Assunniyyah Kencong Jember

DOI:

https://doi.org/10.35719/jier.v6i4.521

Keywords:

Religious Moderation, Islamic Religious Education, Pedagogy, Primary School, Nahdlatul Ulama

Abstract

This study explores how religious moderation values are integrated into Islamic Religious Education (IRE) at NU Elementary School 10 Wuluhan, Jember, Indonesia. Using a qualitative case study design, data were collected through interviews, classroom observations, and document analysis. The findings reveal that moderation is fostered through contextual pedagogy, teacher role modeling, and Nahdlatul Ulama traditions emphasizing tolerance, inclusivity, and balance. Students respond positively when lessons relate to cultural practices and collaborative learning. Challenges include limited curriculum alignment, insufficient teacher training, and socio-cultural factors such as parental conservatism and exposure to radical narratives. Nevertheless, strong institutional traditions, teacher commitment, and community collaboration support implementation. The study concludes that integrating moderation into IRE requires curriculum enhancement, teacher empowerment, community participation, and policy reinforcement.

Penelitian ini mengkaji integrasi nilai-nilai moderasi beragama dalam Pendidikan Agama Islam (PAI) di SDNU 10 Wuluhan, Jember, Indonesia. Dengan pendekatan kualitatif studi kasus, data diperoleh melalui wawancara, observasi kelas, dan analisis dokumen. Hasil menunjukkan bahwa nilai moderasi dikembangkan melalui pedagogi kontekstual, keteladanan guru, serta tradisi Nahdlatul Ulama yang menekankan toleransi, keseimbangan, dan inklusivitas. Siswa menunjukkan antusiasme ketika pembelajaran dikaitkan dengan budaya lokal dan kegiatan kolaboratif. Tantangan muncul pada keterbatasan kurikulum, kurangnya pelatihan guru, dan pengaruh sosial seperti konservatisme orang tua serta paparan narasi radikal. Namun, tradisi kelembagaan yang kuat, komitmen guru, dan kerja sama masyarakat menjadi faktor pendukung. Penelitian ini menyimpulkan bahwa integrasi moderasi dalam PAI memerlukan penguatan kurikulum, pemberdayaan guru, keterlibatan masyarakat, dan dukungan kebijakan yang berkelanjutan.

Downloads

Download data is not yet available.

References

Abdullah, A. (2017). Islam as a cultural capital in Indonesia and the Malay world: A convergence of Islamic studies, social sciences, and humanities. Journal of Indonesian Islam, 11(2), 307–328. https://doi.org/10.15642/jiis.2017.11.2.307-328

Achjar, K. A. H., Rusliyadi, M., Zaenurrosyid, A., Rumata, N. A., Nirwana, I., & Abadi, A. (2023). Metode penelitian kualitatif: Panduan praktis untuk analisis data kualitatif dan studi kasus. PT Sonpedia Publishing Indonesia.

Achmad, A. N., Aprodicto, A., Studynka, B. A., Rafli, M., Raissa, R., & Ghifari, M. H. A. (2024). Peran Pendidikan Agama Islam dalam memperkuat moderasi beragama. Jurnal Budi Pekerti Agama Islam, 2(4), 225–231. https://doi.org/10.61132/jbpai.v2i4.466

Adi, D. P., Wibawa, S. C., Zaghloul, T. R., Mashudi, M., & Humaidi, R. (Eds.). (2023). Proceedings of the 1st Annual Conference of Islamic Education (ACIE 2022). Springer Nature.

Ag, D. S. W. M., & Pustaka, D. (2025). Quantum teaching: Cara seru belajar Pendidikan Agama Islam. Detak Pustaka.

Ahmad, S., Muhammadi, A. M., Shi, M., Abdurrahman, M. P., & Zulfiqri, M. (2024). Pembinaan moderasi beragama di lembaga pendidikan Islam. Publica Indonesia Utama.

Al-Attas, M. N. (1980). The concept of education in Islam. Muslim Youth Movement of Malaysia. https://www.academia.edu/download/53532036/attas-concept_of_edu_in_islam_text-final.pdf

Alsharbi, B. M., Mubin, O., & Novoa, M. (2021). Quranic education and technology: Reinforcement learning system for non-native Arabic children. Procedia Computer Science, 184, 306–313. https://doi.org/10.1016/j.procs.2021.04.007

Anshori, I. (2017). Penguatan pendidikan karakter di madrasah: Strengthening character education in madrasah. Halaqa: Islamic Education Journal, 1(2), 63–74. https://doi.org/10.21070/halaqa.v1i2.1243

Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2016). Teaching character and virtue in schools. Routledge. https://doi.org/10.4324/9781315695013

Azra, A. (2016). Civic education at public Islamic higher education (PTKIN) and pesantren. Tarbiya: Journal of Education in Muslim Society, 2(2), 167–177. https://doi.org/10.15408/tjems.v2i2.3186

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Banks, J. A. (2009). Multicultural education: Dimensions and paradigms. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 9–32). Routledge.

Berger, P. L., & Redding, G. (2010). The hidden form of capital: Spiritual influences in societal progress. Anthem Press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bruinessen, M. van. (1990). Kitab kuning: Books in Arabic script used in the pesantren milieu. Bijdragen tot de Taal-, Land- en Volkenkunde, 146(2/3), 226–269.

Bush, R. (2009a). Nahdlatul Ulama and the struggle for power within Islam and politics in Indonesia. Institute of Southeast Asian Studies.

Bush, R. (2009b). Nahdlatul Ulama and the struggle for power within Islam and politics in Indonesia. Institute of Southeast Asian Studies.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

Dewey, J. (1938). Experience and education. Macmillan.

Fealy, G., & Bush, R. (2014). The political decline of traditional ulama in Indonesia. Bijdragen tot de Taal-, Land- en Volkenkunde, 170(2–3), 235–261. https://doi.org/10.1163/15685314-04205004

Gumati, R. W. (2021). Implementasi kepemimpinan kepala sekolah berdasarkan model kepemimpinan Islam berbasis kearifan lokal di lembaga pendidikan agama. Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan, 3(2), 87–96. https://doi.org/10.55273/karangan.v3i2.131

Harris, I. M., & Morrison, M. L. (2012). Peace education (3rd ed.). McFarland.

Hatim, D. M., Irfan, D. A., Sikandar, M., & Mihrullah. (2025). Emerging trends of radicalization among youth: Case study of educational institutions. The Critical Review of Social Sciences Studies, 3(2), 1455–1463. https://doi.org/10.59075/4k3r9913

Jereza, V. L. B. (2016). Many identities, many communities: Religious freedom amidst religious diversity in Southeast Asia. The Review of Faith & International Affairs, 14(4), 53–63. https://doi.org/10.1080/15570274.2016.1248472

Kamali, M. H. (2015). The middle path of moderation in Islam: The Qur’anic principle of wasatiyyah. Oxford University Press.

Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. Harper & Row.

Mawikere, M. C. S., Daud, M. I., Hura, S., Birahim, G. N., & Tulung, V. R. (2023). Religions, religious moderation and community development and the role of higher education to strengthen it. International Journal of Education, Information Technology, and Others, 6(3), 368–379. https://doi.org/10.5281/zenodo.8351423

McLaughlin, T., & Halstead, J. M. (2004). Are faith schools divisive? In T. McLaughlin & J. M. Halstead (Eds.), Faith schools: Consensus or conflict? Routledge.

Mulyasa, H. E. (2022). Manajemen dan kepemimpinan kepala sekolah. Bumi Aksara.

Muslih, M., Muslam, D., Darmi, R., Ramlan, S. R., Abdullah, R. R., & Luthfan, M. A. (2024). Religious moderation in primary education: Experiences of teachers in Indonesia and Malaysia. Jurnal Pendidikan Agama Islam, 21(2), 477–491. https://doi.org/10.14421/jpai.v21i2.10009

Noddings, N. (2013). Caring: A relational approach to ethics and moral education. University of California Press.

Nurdiyanto, N., Bahar, F. A., Kurahman, O. T., & Suhartini, A. (2024). History of Islamic education in Indonesia and its relevance to the modern era. Edunesia: Jurnal Ilmiah Pendidikan, 5(2), 848–867. https://doi.org/10.51276/edu.v5i2.886

Rajaminsah, R., Amirudin, A., Rukajat, A., Hidayat, C., Sueb, S., & Saepudin, S. (2024). The role of Islamic education in preventing radicalism among youth. International Journal of Education and Digital Learning, 2(3), 67–76. https://doi.org/10.47353/ijedl.v2i3.188

Safutra, H. (2019). Pendidikan karakter dalam perspektif Zakiah Daradjat dan Thomas Lickona (Studi komparasi tentang metode) [Doctoral dissertation, UIN Raden Intan Lampung]. UIN Raden Intan Repository. https://repository.radenintan.ac.id/6095/1/SKRIPSI.pdf

Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335

Surachman, Y. T. L., & Nazib, F. M. (2024). Implementasi moderasi beragama pada pembelajaran Pendidikan Agama Islam. Jurnal Pendidikan Agama Islam, 3(2), 245–251. https://doi.org/10.52434/jpai.v3i2.3952

Swargiary, K. (2025). Introduction to education (Minor course): Paper code EDNMIN-101-4. ERA Publications.

Tilaar, H. A. R. (2000). Paradigma baru pendidikan nasional. Rineka Cipta.

UNESCO. (2022). Teknologi pendidikan untuk siapa. https://unesdoc.unesco.org/ark:/48223/pf0000387824_ind

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.