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All Journal ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar An-Nahdloh: Journal of Education and Islamic Studies
Anggraeni, Adiska Nur
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Religion Education Social Sciences

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Sociology of Public Elementary Schools: Teachers' Role as Agents of Socialization for Religious Moderation Values in the Classroom Anggraeni, Adiska Nur; Hanif, Muh.
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10113

Abstract

Although religious moderation has become an important agenda in character education, limited research has examined how public elementary school teachers function sociologically as agents of value socialization in rural school contexts. This study aims to examine the role of public elementary school teachers as agents of socialization for religious moderation values in classroom learning. Employing a qualitative approach with a single case study design, the study was conducted at SDN Rejasari, Banjarmangu District, Banjarnegara Regency, Central Java, during the 2025–2026 academic period. Data were collected through in-depth interviews, participant observation, and curriculum document analysis, focusing on the strategies and practices implemented by Islamic Education (Pendidikan Agama Islam/PAI) teachers and classroom teachers. The findings reveal three key dimensions. First, PAI teachers simultaneously perform four roles in instilling religious moderation values: conservator, innovator, transmitter, and transformer. Second, the values socialized include justice (‘adl), balance (tawazun), moderation (i‘tidal), and unity and brotherhood (ukhuwah), which are internalized through exemplary behavior, classroom discussion, interfaith activities, and cross-subject integration. Third, the effectiveness of value socialization is strongly supported by teacher–parent collaboration and a conducive school environment, while the main obstacle is the limited direct interaction among students from different religious backgrounds. This study contributes to the development of religious moderation socialization models in rural public elementary school contexts and offers practical implications for strengthening character education curricula.
Sejarah Reformasi Pendidikan Islam di Universitas Al-Azhar dan Jejak Pengaruhnya di Masa Kontemporer Anggraeni, Adiska Nur; Rahma, Aniqo Shofia; Astutianingsih, Meli; Fattah, Mukhammad Yusuf Abdul
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study aims to map the historical transformation of Islamic educational reform at Al-Azhar University in Cairo and analyze its impact on contemporary Islamic educational practices. A qualitative approach using historical-analytical methods was employed through library research, analyzing secondary and tertiary data sources such as academic journals, books, and encyclopedias. The research findings reveal three complementary patterns of reform: modernization oriented toward the European educational system, which incorporated rational sciences and natural sciences into the curriculum; the purification of Islamic teachings through the revival of ijtihad, which opposed the culture of taqlid and encouraged critical and dialogical thinking; and the internalization of the values of nationalism and local cultural identity as the foundation for national character building. Figures such as Muhammad Ali Pasha, Jamaluddin Al-Afghani, Muhammad Abduh, and Rifa’ah al-Tahtawi played a crucial role in dismantling the dichotomy between religious and secular knowledge, and in laying the foundations for a rational and contextual pedagogy. The pinnacle of structural reform was achieved through Law No. 103 of 1961, which integrated Al-Azhar into the framework of a modern university. In the contemporary context, the legacy of this reform is manifested in curriculum integration, the strengthening of religious moderation (wasatiyyah), and the adoption of digital technology in learning. This study concludes that Al-Azhar’s reform model, which synthesizes classical scholarly traditions (turath) with modernity, can serve as a strategic framework for developing adaptive and holistic Islamic education in the 21st century.   Keywords: Al-Azhar University, Educational Reform, Islamic Education, Islamic Modernization, Muhammad Abduh
Co-Authors Astutianingsih, Meli Fattah, Mukhammad Yusuf Abdul Muh. Hanif Rahma, Aniqo Shofia