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All Journal Tarbiyah Islamiah : Jurnal Inovasi Pendidikan Islam
Ari Susanto
Institut Ahmad Dahlan Probolinggo

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Transformasi Pendidikan Islam Berbasis Moderasi Beragama: Kerangka Konseptual Pencegahan Intoleransi dan Radikalisme Ari Susanto; Khoiriyah Khoiriyah
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 2 No. 1 (2026): October
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v2i1.91

Abstract

Religious intolerance and radicalism pose significant challenges to Islamic education in Indonesia’s plural, increasingly digital society. This article develops a conceptual framework for transforming Islamic education on the basis of religious moderation (wasatiyyah) as a strategy for preventing intolerance and radicalism. Using a qualitative, conceptual library-research design explicitly not a PRISMA systematic review the study retrieved literature from Google Scholar, DOAJ, Garuda, and Crossref (2019–2026) under explicit inclusion and exclusion criteria, and analyzed the selected corpus through identification, open coding, classification, interpretation, and synthesis, with source credibility screening and an audit trail safeguarding trustworthiness. The principal result is a single integrative framework, derived from conceptual analysis of the literature rather than field testing, that links six mutually reinforcing levels reorientation of educational aims, moderation-infused curriculum, dialogic-critical pedagogy, teacher competence, inclusive institutional culture, and religious digital literacy and specifies the causal mechanism by which each level builds learners’ resilience against exclusivism. The framework’s contribution over prior studies, which typically address these components separately, lies in articulating their interconnection and the limits of each strategy. The study concludes that religious moderation should inform the educational process as a whole rather than serve as supplementary content, and that the framework requires empirical validation.
Co-Authors Khoiriyah