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All Journal SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Sustainable
Ari Koswara
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Moderasi Beragama dalam Tradisi Pendidikan Islam Melayu: Antara Normativitas dan Praktik Sosial Ari Koswara; Eprianto; Abdullah Idi; Abdillah Asmara
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.444

Abstract

This article examines religious moderation in the Malay Islamic educational tradition by analyzing the relationship between Islamic normativity, social practice, and local cultural wisdom. The study responds to the limited discussion that connects the normative concept of wasatiyyah with everyday educational practices in pesantren, surau, and Malay Islamic learning communities. This research employed a qualitative descriptive-interpretive literature review by examining classical Islamic texts, contemporary peer-reviewed studies, policy documents on religious moderation, and studies on Malay Islamic culture, pesantren, and local wisdom published mainly between 2018 and 2026. The findings show that religious moderation in Malay Islamic education is constructed through three interrelated dimensions: normative values such as tawassuth, tasamuh, tawazun, and i’tidal; social practices such as teacher exemplarity, dialogical learning, respect for difference, and community-based education; and local wisdom that functions as a cultural filter against exclusivist and transnational religious narratives. The study also finds that digital disruption challenges traditional religious authority and requires Malay Islamic educational institutions to strengthen religious moderation through contextual pedagogy, culturally grounded leadership, and digital literacy. The novelty of this article lies in its integrative reading of religious moderation as a dialectical process between Islamic normativity and Malay social practice. The study implies that strengthening religious moderation in Islamic education should not rely solely on formal curriculum, but also on institutional culture, local wisdom, teacher role modeling, and responsible digital engagement.
Rebuilding Islamic Religious Education: Toward Meaningful Learning Through Teaching Innovation Eprianto; Ari Koswara; Abdurrahmansyah; Nurlaila
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/tjgdck98

Abstract

Islamic Religious Education (IRE) plays a crucial role in shaping students’ moral character and spiritual awareness. However, contemporary IRE remains dominated by teacher-centered instruction and rote memorization, limiting students’ ability to contextualize Islamic values. Despite ongoing reform discourses, a critical research gap persists: the absence of a systematic instructional framework that effectively bridges theological foundations with contemporary pedagogical, contextual, and digital realities. This study analyzes instructional design development in IRE through conceptual deconstruction to promote meaningful learning. The novelty of this research lies in proposing a theo-anthropocentric instructional framework that reconceptualizes IRE pedagogy by integrating student-centered strategies, contextual relevance, and digital technology. Employing qualitative library research, data from scholarly works (2020–2025) were synthesized using content and descriptive–analytical techniques. Findings reveal that traditional models overemphasize cognitive knowledge while neglecting affective and experiential dimensions. Consequently, IRE transformation requires innovative pedagogies and technological integration to connect religious teachings with authentic experiences. Ultimately, IRE must transcend mere knowledge transmission to cultivate meaningful learning that fosters moral responsibility, critical reflection, and spiritual growth in contemporary learners.
Digital Transformation in Islamic Religious Education: Opportunities, Challenges, and Strategic Solutions Ari Koswara; Darmanto; Indah Wigati; Suhadi
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/2br4mg47

Abstract

The rapid advancement of digital technologies has fundamentally transformed educational practices, particularly in Islamic Religious Education (PAI), where technology integration must balance pedagogical innovation with moral and spiritual values. This study explores digital transformation in PAI learning by reviewing and synthesizing relevant scholarly literature published between 2020 and 2025. Drawing on peer-reviewed journal articles, conference proceedings, and academic publications sourced from Google Scholar and nationally accredited journals, the review focuses on themes of digital pedagogy, teacher competence, ethical considerations, and the application of the TPACK framework in value-based education. The synthesis highlights three key dimensions: (1) opportunities, where technology enhances learning accessibility, student engagement, and instructional personalization through interactive media and digital platforms; (2) challenges, including infrastructural limitations, varying levels of teacher digital competence, and ethical concerns regarding content authenticity and data privacy in religious contexts; and (3) strategic solutions, emphasizing continuous TPACK-based professional development, the creation of religiously aligned digital content, and supportive institutional policies. This review contributes a conceptual understanding of how digital transformation can be sustainably integrated into PAI, underscoring that successful implementation requires holistic alignment of technology, pedagogical competence, ethical governance, and systemic support. The findings offer practical recommendations for educators 
Co-Authors Abdillah Asmara Abdullah Idi Abdurrahmansyah Abdurrahmansyah Darmanto Eprianto Indah Wigati Nurlaila Nurlaila Suhadi