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All Journal Al-Ulum LISANIA Jurnal Ilmu dan Pendidikan Bahasa Arab ARABIYAT Islam Futura Edukasia Islamika Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun International Journal Ihya' 'Ulum al-Din AT-TURAS: Jurnal Studi Keislaman LISANIA: Journal of Arabic Education and Literature Nizham Journal of Islamic Studies Al Mahara: Jurnal Pendidikan Bahasa Arab Sunan Kalijaga International Journal on Islamic Educational Research Ulumuna Indonesian Journal of Innovation Studies Asalibuna Islam Transformatif : Journal of Islamic Studies Asian Journal of Philosophy and Religion ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Unisia Jurnal Pendidikan Islam IJAR : Indonesian Journal of Action Research Millatuna: Jurnal Studi Islam Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Cendekia Ilmiah Al-Hayat: Journal of Islamic Education Teladan: Jurnal Pendidikan Umum dan Karakter
Sembodo Ardi Widodo
UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Reconstructing Religious Moderation as a Framework for Inclusive Attitudes in Religious Education: Conceptual Synthesis of Wasatiyyah, Pluralism, and Peacebuilding Susiana; Sembodo Ardi Widodo; Zainal Arifin
Islam Transformatif : Journal of Islamic Studies Vol. 10 No. 1 (2026): January-June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/it.v10i1.11469

Abstract

Abstract Religious moderation has become an important agenda in national policy and religious education discourse in Indonesia. However, its relationship with the formation of inclusive attitudes remains conceptually unclear, as tolerance, pluralism, peace education, and inclusive education are often used interchangeably. This article reconstructs religious moderation as a framework for fostering inclusive attitudes in religious education. It examines the construction of religious moderation in state policy and selected religious thought, clarifies its attributes and boundaries in relation to adjacent concepts, and synthesizes the interrelationship among these concepts into an educational framework. This study employs a non-empirical qualitative approach using conceptual framework analysis. The primary sources include policy documents and selected works by Nurcholish Madjid, M. Quraish Shihab, Alwi Shihab, and Tabita Kartika Christiani, supported by relevant scholarly literature. The analysis shows that religious moderation is an active, just, balanced, open, and responsible religious orientation, rather than passive neutrality or minimal tolerance. Its normative foundations include human dignity, justice, balance, freedom of religion, moral responsibility, and the rejection of violence. These foundations are translated into educational processes that are dialogical, reflective, participatory, and transformative. The article contributes a layered conceptual framework that positions inclusive attitudes as an educational orientation that still requires empirical testing across diverse educational contexts.   Abstract Moderasi beragama telah menjadi agenda penting dalam kebijakan nasional dan diskursus pendidikan agama di Indonesia. Namun, hubungannya dengan pembentukan sikap inklusif masih belum jelas secara konseptual karena toleransi, pluralisme, pendidikan perdamaian, dan pendidikan inklusif sering digunakan secara tumpang tindih. Artikel ini merekonstruksi moderasi beragama sebagai kerangka untuk menumbuhkan sikap inklusif dalam pendidikan agama. Artikel ini mengkaji konstruksi moderasi beragama dalam kebijakan negara dan pemikiran keagamaan terpilih, memperjelas atribut serta batas-batasnya dalam hubungannya dengan konsep-konsep yang berdekatan, dan menyintesis hubungan antarkonsep tersebut ke dalam sebuah kerangka pendidikan. Kajian ini menggunakan pendekatan kualitatif nonempiris dengan metode analisis kerangka konseptual. Sumber primer mencakup dokumen kebijakan dan karya terpilih Nurcholish Madjid, M. Quraish Shihab, Alwi Shihab, dan Tabita Kartika Christiani, yang didukung oleh literatur ilmiah yang relevan. Hasil analisis menunjukkan bahwa moderasi beragama merupakan orientasi keberagamaan yang aktif, adil, seimbang, terbuka, dan bertanggung jawab, bukan netralitas pasif atau toleransi minimal. Fondasi normatifnya mencakup martabat manusia, keadilan, keseimbangan, kebebasan beragama, tanggung jawab moral, dan penolakan terhadap kekerasan. Fondasi tersebut diterjemahkan ke dalam proses pendidikan yang dialogis, reflektif, partisipatif, dan transformatif. Artikel ini berkontribusi dengan menawarkan kerangka konseptual berlapis yang memosisikan sikap inklusif sebagai orientasi pendidikan yang masih memerlukan pengujian empiris dalam beragam konteks pendidikan.
Co-Authors Abdul Latif Abdul Munip Achadi, Muh. Wasith Adiba Rifkiya Afriyanto, Dwi Agung Ilham Prastowo Agung Setiyawan Agung Setiyawan, Agung Ahmad Abdul Rochim Ahmad Zubaidi Al Karimah, Nur Rizqiyah Al-Kaff, Abdulloh Muhamad Auf, Muhammad Azmi Baldani, Moch. Ayyub Sholah Dani Alamsyah Diva Prima Aisyahrani Huda, Syariful Lutfina Aribah Maghfuri, Amin Maragustam Siregar Maragustam Siregar, Maragustam Mardeli Mardeli Miftah Farid Muhammad Nurul Mubin Muhammad Wildan Muhammad Wildan Nazikhah, Ridha Khusnun Nirmala Lutfi Hamaz2 Nur Rizqiyah Al Karimah Nurul Fadlilah Pradipa, Rafi Retno Try Purnawati Rizqi, Wahid Tuftazani Sabarudin Sabarudin Sarah Dina Sayyid, Wael Aly Muhammad Septi, Asri Dwika Siti Sahra Sri Sumarni Sri Yati Sugeng Sugiyono, Sugeng Susiana Sya'bani, Muhammad Zaky Syarnubi, Syarnubi Toni Pransiska Toto Suharto Yusuf Hulwani Zahida, Ana Zainal Arifin