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All Journal JPLED IJELaSS: International Journal of Education, Language and Social Scince
Sayed
Institut Islam Muaro Jambi
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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RELIGIOUS MODERATION: TOLERANCE VALUES IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE MUARO JAMBI TEMPLE COMPLEX Abdul Wahid; Sayed; Anita Sari; M. Rohimin; Fia Alifah Putri
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.69

Abstract

This study explores the implementation of religious moderation through tolerance values in Islamic Religious Education within the Muaro Jambi Temple Complex. Employing a descriptive qualitative approach, the study analyzes how tolerance is practiced and interpreted by the local Muslim community, traditional leaders, and educators. The data were examined to identify patterns and relationships that reflect the integration of religious principles with the social and cultural context of the site. The findings reveal that tolerance is demonstrated through the community’s ability to maintain strong religious commitment while simultaneously respecting and preserving the cultural and historical heritage. 1) The temple environment is used as a living laboratory for learning, where teachers of Annisa Kindergarten and Itihadul Khoiriyah MTs integrate wasathiyah values through a contextual, historical, and experiential learning pedagogical approach that provides opportunities for students to understand cultural diversity; practice tolerance, and avoid extreme judgments of differences. 2) The community remains steadfast in the value of monotheism while interpreting the existence of historical sites as part of a cultural identity that needs to be maintained, so that their religious practices are inclusive, balanced, and harmonious, in line with the paradigm of Islam rahmatan lil 'alamin; 3) Socio-religious life, worship activities, and educational activities take place side by side with the flow of cultural tourism without conflict, indicating a strong internalization of religious moderation at the practical level
Religious Moderation: Revealing its Relevance to Islamic Religious Education in the Muaro Jambi Temple Complex Sayed; Abdul Wahid; Saidina Usman
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1175

Abstract

Interfaith relations, or what we commonly know as religious moderation, have existed since the Srivijaya era. The Muaro Jambi Temple is a legacy of the Srivijaya kingdom. Character education in religious moderation is taught in the community and in the classroom. The Muaro Jambi temple complex was a center of moderation and religious education in Southeast Asia in the 15th century. As the largest temple complex in Southeast Asia, many of its buildings are still buried under the waters of the Batang Hari River, the longest river on the island of Sumatra. This study uses a qualitative descriptive approach, meaning researchers find knowledge or theories about research over a certain period. This study aims to determine the value of Islamic religious teaching in the Muaro Jambi temple complex in Jambi. This study uses qualitative descriptive data analysis, meaning describing with the words used. This is done to provide an overview of the phenomenon and research results through data categorization and the use of common language. The results of the study indicate that the approach to religious moderation is strengthened through: 1) Interaction based on cross-cultural and interfaith dialogue; 2) Understanding the history of civilization to avoid extreme attitudes; 3) Contextual learning that combines Islamic values with cultural realities; 4) Strengthening social morals and awareness of preserving cultural heritage to ensure its reliability.
Co-Authors Abdul Wahid Anita Sari Fia Alifah Putri M. Rohimin Saidina Usman