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All Journal Fitrah: Jurnal Studi Pendidikan
ST. Wardah Hanafie Dos
University of Muhammadiyah Parepare, Indonesia
Religion Education Other

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A Conceptual Framework of Islamic Religious Education for Strengthening Religious Moderation in a Multicultural Society Fatmawaty Padedeng; ST. Wardah Hanafie Dos
Fitrah Vol 17 No 1 (2026): June
Publisher : Prodi PAI STIT Sunan Giri Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47625/fitrah.v17i1.1236

Abstract

Religious moderation has become a strategic educational agenda in multicultural societies as a response to the increasing challenges of religious intolerance, radicalism, and socio-cultural polarization. Although numerous studies have examined the relationship between Islamic Religious Education (IRE) and religious moderation, existing research generally focuses on individual educational components, such as curriculum, teachers, learning strategies, or institutional policy, without explaining the systematic relationship among these components. This study aims to develop a Conceptual Framework of Islamic Religious Education for Strengthening Religious Moderation in a Multicultural Society. The study employed a Systematic Library Research (SLR) approach by analyzing peer-reviewed journal articles published between 2020 and 2025 and indexed in Scopus, Web of Science, DOAJ, and SINTA. The selected literature was synthesized using Thematic Analysis to identify recurring concepts and reconstruct theoretical relationships. The findings reveal five interconnected dimensions of the proposed framework, namely Input (Wasatiyyah values, multicultural society, and national commitment), Islamic Religious Education (curriculum, teacher competence, learning strategies, school culture, and digital literacy), Internalization Process (dialogue, reflection, habituation, experiential learning, and collaborative learning), Output (religious character, tolerance, justice, inclusiveness, and mutual respect), and Outcome (religious moderation, social harmony, and a peaceful multicultural society).
Integration of Multicultural Values in the Islamic Religious Education Curriculum Ana Cahayani Fatimah; ST. Wardah Hanafie Dos
Fitrah Vol 17 No 1 (2026): June
Publisher : Prodi PAI STIT Sunan Giri Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47625/fitrah.v17i1.1235

Abstract

Cultural, religious, and ethnic diversity is a social reality that is inseparable from the context of education in Indonesia and the global world. Islamic Religious Education (PAI), as a subject oriented towards the formation of character and spiritual values, is required to be able to respond constructively to the complexity of multiculturalism. This article aims to analyze and formulate a model of integration of multicultural values in the Islamic Religious Education curriculum that is oriented towards strengthening attitudes of tolerance, inclusivity, and religious moderation. This study uses a qualitative approach with a systematic literature study method on relevant national and international literature in the range of 2015–2025. The results of the study show that the integration of multicultural values in the PAI curriculum can be carried out through three main dimensions, namely integration into curriculum objectives, learning content, and pedagogical strategies. The novelty of this article lies in the development of an integrative framework based on a holistic approach that combines wasathiyah Islamic values, critical pedagogy, and contextual learning in response to the challenges of contemporary multicultural education. This article contributes theoretically and practically to the development of a PAI curriculum that is relevant to a pluralistic society.
Internalization of Multicultural Values Through Islamic Religious Education in Secondary School Students Suwarno Djodding; ST. Wardah Hanafie Dos
Fitrah Vol 17 No 1 (2026): June
Publisher : Prodi PAI STIT Sunan Giri Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47625/fitrah.v17i1.1241

Abstract

This study examines the internalization of multicultural values through the learning of Islamic Religious Education (PAI) in secondary school students with a descriptive qualitative approach. Data were collected through interviews, observations, and documentation in several public and vocational high schools in Indonesia. The results of the study show that PAI plays a strategic role as a pedagogical instrument in forming attitudes of tolerance, mutual respect, and inclusivity of students when implemented contextually and dialogically. The novelty of this research lies in the affirmation that the effectiveness of internalizing multicultural values is not only determined by the teaching material, but also by the ideological awareness of teachers, school policy support, and the integration of curricular and extracurricular activities. These findings strengthen PAI's position as a vehicle for strengthening religiosity with a humanitarian perspective in the midst of the reality of a multicultural society. The implications of this study reinforce the urgency of integrating multicultural values in PAI learning as a strategy to increase social harmony in diverse school environments.
Co-Authors Ana Cahayani Fatimah Fatmawaty Padedeng Suwarno Djodding