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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Al-Ilmiya: Jurnal Pendidikan Islam
Neng Astrilestari Putri
Universitas Islam Nusantara
Education

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MODERASI BERAGAMA DALAM PENDIDIKAN ISLAM KONTEMPORER: TANTANGAN DAN IMPLEMENTASI : MODERASI BERAGAMA DALAM PENDIDIKAN ISLAM KONTEMPORER: TANTANGAN DAN IMPLEMENTASI Endi Suhendi; Akbar Agung Gumelar; Neng Astrilestari Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17494

Abstract

This study addresses the critical issue of rising radicalism, intolerance, and social conflicts that often misuse religious pretexts, presenting a direct challenge to contemporary Islamic education. The primary objective of this research is to explain the definition of religious moderation, analyze the core concepts of Islamic education, and evaluate the implementation of religious moderation within Islamic educational frameworks. To achieve this, a qualitative library research method was employed, utilizing a descriptive-analytic approach to critically evaluate primary and secondary sources. These sources include official documents from the Ministry of Religious Affairs of the Republic of Indonesia and foundational literatures on Islamic education. The data were subsequently analyzed through qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The results obtained indicate that the implementation of religious moderation within Islamic education is successfully carried out by integrating key values such as justice (al-’adl), balance (tawazun), and tolerance (tasamuh) into Islamic Education (PAI) subjects. This integration is supported by participatory learning methods—such as discussions, question-and-answer sessions, and project-based learning—alongside an inclusive school culture and exemplary teacher behavior. Despite positive outcomes in strengthening student character, challenges remain, such as the spread of radical ideologies via social media and limited religious literacy. Ultimately, these findings provide valuable insights into addressing these barriers through enhanced digital literacy, improved teacher competencies, and cross-sectoral collaboration to foster an inclusive, tolerant, and nationalistic generation.
MODERASI BERAGAMA DALAM PENDIDIKAN ISLAM KONTEMPORER: TANTANGAN DAN IMPLEMENTASI Endi Suhendi; Akbar Agung Gumelar; Neng Astrilestari Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17510

Abstract

This study addresses the critical issue of rising radicalism, intolerance, and social conflicts that often misuse religious pretexts, presenting a direct challenge to contemporary Islamic education. The primary objective of this research is to explain the definition of religious moderation, analyze the core concepts of Islamic education, and evaluate the implementation of religious moderation within Islamic educational frameworks. To achieve this, a qualitative library research method was employed, utilizing a descriptive-analytic approach to critically evaluate primary and secondary sources. These sources include official documents from the Ministry of Religious Affairs of the Republic of Indonesia and foundational literatures on Islamic education. The data were subsequently analyzed through qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The results obtained indicate that the implementation of religious moderation within Islamic education is successfully carried out by integrating key values such as justice (al-’adl), balance (tawazun), and tolerance (tasamuh) into Islamic Education (PAI) subjects. This integration is supported by participatory learning methods—such as discussions, question-and-answer sessions, and project-based learning—alongside an inclusive school culture and exemplary teacher behavior. Despite positive outcomes in strengthening student character, challenges remain, such as the spread of radical ideologies via social media and limited religious literacy. Ultimately, these findings provide valuable insights into addressing these barriers through enhanced digital literacy, improved teacher competencies, and cross-sectoral collaboration to foster an inclusive, tolerant, and nationalistic generation.
Rekonstruksi Pemikiran Pendidikan Agama Islam Berbasis Nilai, Akhlak, dan Peradaban Iskandar Mirza; Akhmad Roziqin; Neng Astrilestari Putri
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Juli)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan mengkaji rekonstruksi pemikiran Pendidikan Agama Islam (PAI) yang berpijak pada tiga fondasi utama: nilai (qiyam), akhlak, dan peradaban (hadharah) sebagai respons terhadap krisis karakter dan lemahnya orientasi peradaban pada generasi Muslim Indonesia. Menggunakan pendekatan kualitatif berbasis studi kepustakaan (library research) dengan metode analisis isi kritis, kajian ini menelaah karya-karya tokoh pendidikan Islam klasik dan kontemporer serta literatur akademik terindeks periode 2015-2025. Hasil kajian mengidentifikasi tiga landasan filosofis rekonstruksi: ontologi Islam tentang manusia sebagai khalifatullah fil ardh, epistemologi Islam yang menolak dikotomi ilmu agama-umum, dan aksiologi Islam yang menempatkan keindahan (jamal) sebagai dimensi nilai tertinggi. Diagnosis kritis mengungkap lima kelemahan paradigmatik PAI kontemporer: reduksionisme tujuan, kognitivisme berlebih, atomisme kurikuler, presentisme historis, dan nirperadaban. Sebagai respons, kajian ini merumuskan tiga kerangka rekonstruksi yang saling melengkapi: reorientasi tujuan PAI menuju visi kekhalifahan operasional, reformulasi konten berbasis nilai Islam universal dan maqashid syariah, serta revitalisasi metodologi melalui integrasi ta'lim, tarbiyah, ta'dib, dan tazkiyah. Implikasi kebijakan mencakup revisi standar PAI nasional, pengembangan kurikulum tematik-integratif, sistem penilaian holistik, dan transformasi program pendidikan guru PAI di LPTK Islam.
Co-Authors Akbar Agung Gumelar Akhmad Roziqin Endi Suhendi Iskandar Mirza