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All Journal AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Murjiah Murjiah
Universitas Islam Negeri (UIN) Antasari Banjarmasin, Kalimantan Selatan, Indonesia
Religion Education

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Religious Moderation in Islamic Education Learning and Its Influence on Students’ Multicultural Attitudes in Multiethnic Areas Murjiah Murjiah; Fahmi Hamdi; Salamah Salamah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.634

Abstract

This article examines the relevance of religious moderation in Islamic Religious Education (PAI) learning to the formation of multicultural attitudes among students, particularly in multiethnic regions such as Balangan Regency, South Kalimantan. Using an integrative literature review approach, this study analyzes the relationship between the concept of religious moderation (tawassuth, tawazun, i'tidal, tasamuh) and the dimensions of multicultural attitudes as framed by James A. Banks. Bronfenbrenner's Ecological Theory is employed as a meta-theory to understand the position of PAI learning as an agent of value socialization within the school microsystem. Findings indicate that PAI learning that consistently and contextually integrates moderation values is both relevant and effective in building students' multicultural attitudes across cognitive, affective, and conative dimensions. PAI teachers who serve as role models (uswah hasanah) for inclusive values and employ dialogical and cooperative learning methods function as the most strategic transformative agents. The implications of this study affirm the necessity of reformulating PAI learning approaches from doctrinal transmission toward contextual and participatory value internalization, especially in regions with complex multiethnic compositions outside Java
Religious Moderation in Islamic Education Learning and Its Influence on Students’ Multicultural Attitudes in Multiethnic Areas Murjiah Murjiah; Fahmi Hamdi; Salamah Salamah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.634

Abstract

This article examines the relevance of religious moderation in Islamic Religious Education (PAI) learning to the formation of multicultural attitudes among students, particularly in multiethnic regions such as Balangan Regency, South Kalimantan. Using an integrative literature review approach, this study analyzes the relationship between the concept of religious moderation (tawassuth, tawazun, i'tidal, tasamuh) and the dimensions of multicultural attitudes as framed by James A. Banks. Bronfenbrenner's Ecological Theory is employed as a meta-theory to understand the position of PAI learning as an agent of value socialization within the school microsystem. Findings indicate that PAI learning that consistently and contextually integrates moderation values is both relevant and effective in building students' multicultural attitudes across cognitive, affective, and conative dimensions. PAI teachers who serve as role models (uswah hasanah) for inclusive values and employ dialogical and cooperative learning methods function as the most strategic transformative agents. The implications of this study affirm the necessity of reformulating PAI learning approaches from doctrinal transmission toward contextual and participatory value internalization, especially in regions with complex multiethnic compositions outside Java
Islamic Religious Education and the Interreligious (Interfaith) Approach: A Comparative Study and Interfaith Dialogue in the Development of Islamic Religious Education Murjiah Murjiah; Husnul Yaqin; Syaifuddin Sabda; Hamdan Hamdan
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.520

Abstract

This study examines the integration of an interreligious (interfaith) approach within Islamic Religious Education (IRE) as a strategic effort to strengthen religious understanding, promote tolerance, and cultivate peaceful coexistence in pluralistic societies. Using a comparative analysis, the research explores various models of interfaith education implemented in different educational contexts, highlighting their relevance and adaptability to Islamic educational frameworks. The study also investigates how interreligious dialogue can serve as a transformative pedagogical tool to enrich students’ theological insight, critical thinking, and empathy toward followers of other faiths. Findings indicate that incorporating interfaith perspectives into IRE not only enhances students’ comprehension of Islamic teachings on tolerance and diversity but also fosters constructive engagement and mutual respect among religious communities. This research contributes to the ongoing discourse on developing inclusive, dialogical, and context-sensitive Islamic Religious Education that aligns with contemporary educational challenges and global multicultural dynamics.
The Tradition of Batajak Rumah and the Strengthening of Multicultural Attitudes in Islamic Religious Education Learning in Junior High Schools in Balangan Regency Murjiah Murjiah; Zulfa Jamalie
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.593

Abstract

This study examines the tradition of Batajak Rumah, a communal practice of building houses through mutual cooperation in Banjar society, and its role in strengthening multicultural attitudes among junior high school students in Balangan Regency, South Kalimantan. Balangan Regency is a multiethnic region inhabited by Banjar, Dayak Meratus, Javanese, Bugis, and other ethnic communities. Using a library research approach with ethnopedagogical analysis, this article argues that Batajak Rumah inherently embodies five multicultural values: cross-ethnic ta'awun (mutual assistance), ukhuwwah insaniyyah (human brotherhood), social reciprocity, participatory inclusiveness, and leadership based on expertise rather than ethnicity. These values have direct correspondence with Islamic Religious Education (PAI) teachings and can be strengthened through four learning strategies: inductive thematic integration, experiential learning, digital documentation projects, and collaboration among schools, communities, and families. The findings indicate that Batajak Rumah is an active pedagogical asset that can optimize the role of PAI learning in shaping multicultural attitudes among junior high school students in multiethnic areas, while also enhancing the relevance and contextualization of PAI as a character-building subject.
Islamic Religious Education and the Interreligious (Interfaith) Approach: A Comparative Study and Interfaith Dialogue in the Development of Islamic Religious Education Murjiah Murjiah; Husnul Yaqin; Syaifuddin Sabda; Hamdan Hamdan
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.520

Abstract

This study examines the integration of an interreligious (interfaith) approach within Islamic Religious Education (IRE) as a strategic effort to strengthen religious understanding, promote tolerance, and cultivate peaceful coexistence in pluralistic societies. Using a comparative analysis, the research explores various models of interfaith education implemented in different educational contexts, highlighting their relevance and adaptability to Islamic educational frameworks. The study also investigates how interreligious dialogue can serve as a transformative pedagogical tool to enrich students’ theological insight, critical thinking, and empathy toward followers of other faiths. Findings indicate that incorporating interfaith perspectives into IRE not only enhances students’ comprehension of Islamic teachings on tolerance and diversity but also fosters constructive engagement and mutual respect among religious communities. This research contributes to the ongoing discourse on developing inclusive, dialogical, and context-sensitive Islamic Religious Education that aligns with contemporary educational challenges and global multicultural dynamics.
The Tradition of Batajak Rumah and the Strengthening of Multicultural Attitudes in Islamic Religious Education Learning in Junior High Schools in Balangan Regency Murjiah Murjiah; Zulfa Jamalie
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.593

Abstract

This study examines the tradition of Batajak Rumah, a communal practice of building houses through mutual cooperation in Banjar society, and its role in strengthening multicultural attitudes among junior high school students in Balangan Regency, South Kalimantan. Balangan Regency is a multiethnic region inhabited by Banjar, Dayak Meratus, Javanese, Bugis, and other ethnic communities. Using a library research approach with ethnopedagogical analysis, this article argues that Batajak Rumah inherently embodies five multicultural values: cross-ethnic ta'awun (mutual assistance), ukhuwwah insaniyyah (human brotherhood), social reciprocity, participatory inclusiveness, and leadership based on expertise rather than ethnicity. These values have direct correspondence with Islamic Religious Education (PAI) teachings and can be strengthened through four learning strategies: inductive thematic integration, experiential learning, digital documentation projects, and collaboration among schools, communities, and families. The findings indicate that Batajak Rumah is an active pedagogical asset that can optimize the role of PAI learning in shaping multicultural attitudes among junior high school students in multiethnic areas, while also enhancing the relevance and contextualization of PAI as a character-building subject.
Co-Authors Fahmi Hamdi Hamdan Hamdan Husnul Yaqin Salamah Salamah Syaifuddin Sabda Zulfa Jamalie