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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Kajian Informasi & Perpustakaan Tadrib: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Agama Islam DIRASAT Jurnal Manajemen & Pendidikan Islam JURNAL CENDEKIA HUKUM Edukasi Islami: Jurnal Pendidikan Islam Musawa: Journal For Gender Studies ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta Nusantara: Jurnal Pendidikan Indonesia Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) HEUTAGOGIA: Journal of Islamic Education COMPARATIVA: Jurnal Ilmiah Perbandingan Mazhab dan Hukum Jurnal Pendidikan Islam eProceedings of Engineering JUMAD Journal Management, Accounting, & Digital Business Hayak Bamara: Jurnal Pengabdian Masyarakat Journal of Sharia Economic Law Global Educational Research Review Bilancia : Jurnal Studi Ilmu Syariah dan Hukum (JUPI) Jurnal Pendidikan Indonesia SAIBUMI
Ahmad Syafii
UIN Sunan Kalijaga Yogyakarta, Indonesia
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Social Sciences Transportation Other

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Journal : Jurnal Pendidikan Islam

 1 
From Policy to Pedagogy: Religious Moderation as a Counter-Radicalization Strategy in Islamic Education — A Systematic Literature Review Prasetyo, Gatot; Fauziah, Yanuar Rizki; Syafii, Ahmad
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.233-251

Abstract

Purpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character. Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme. Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education). Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem.
Trends in the Implementation of Higher-Order Thinking Skills in Islamic Religious Education in Madrasahs and Schools: A Systematic Literature Review Ahmad, Iqbal Faza; Putro, Nur Hidayanto Pancoro Setyo; Thontowi, Zulkifli Syauqi; Syafii, Ahmad; Subakti, M. Aldi
Jurnal Pendidikan Islam Vol. 9 No. 2 (2020)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2020.92.195-216

Abstract

The new curriculum (2013 curriculum) encourages implementing the higher-order thinking skills (HOTS) approach in learning Islamic religious education in each academic unit in Indonesia. This paper intends to study the HOTS implementation trend in the learning process of Islamic religious education in Madrasas and schools. The method in this study is a systematic literature review. Researchers found that this trend began to emerge after implementing the 2013 curriculum by the Indonesian Government, where the curriculum used a scientific approach. Teachers, educators, and experts' efforts in implementing HOTS in Islamic Education learning can be grouped into two categories. The first is that they innovate the HOTS-based learning process, and the second is those who develop HOTS-based assessment instruments. Several innovations in the learning process were carried out by applying various learning methods, models, and strategies. The application of HOTS-based learning in Islamic Education learning can improve learning quality to be more effective, efficient, fun, and meaningful. This improvement, then, has an impact on increasing the quality of learning achievement. This study provides highlights and helps to understand the results of previous studies that discuss HOTS using systematic reviews in the implementation of Islamic Religious Education in Madrasas and Schools.
From Policy to Pedagogy: Religious Moderation as a Counter-Radicalization Strategy in Islamic Education — A Systematic Literature Review Prasetyo, Gatot; Fauziah, Yanuar Rizki; Syafii, Ahmad
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.233-251

Abstract

Purpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character. Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme. Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education). Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem.
Co-Authors 'Aziz, Hafidh Abda Abda Achmad Dardiri Afwillah Agustin, Aulia Triafinda Akmal Akmal Andrian Dion Priadi Asni Asni Baiti, Noor Bulan, Sahri Dimas Asto Aji An’Amta Fadilatin, Umi Fathan, Umar Said Abdullah Fauziah, Arifah Fauziah, Yanuar Rizki Fikriawan, Suad Gatot Prasetyo, Gatot Gustiyanur Haryanto Haryanto Hasnawati Hasnawati Heri Retnawati Hudzafidah, Khusnik Ilma, Intan Nur Imam Machali Imam Machali Iqbal Faza Ahmad Karmawati Karmawati Karwadi Karwadi Kurniati Kurniati Mailiana Moch. Akbar lailun Nuzul Muhammad Irfai Muslim Mursyid, Besse Tenriabeng Nirmalasari, Indah Nur Hidayanto Pancoro Setyo Putro Purnama, Sigit Putri, Agustia Rinjani R. Massi, Randy Atma Rahajeng, Yekti Rully Satriyudha Sabarudin Sabarudin Sa’diyah, Siti Halawatus Siti Qurrotul A’yuni Sofia Naning Hertiana Subakti, M. Aldi Surya Tri Atmaja Ramadhani Sussi Syalehah Thontowi, Zulkifli Syauqi Ummu Kalsum Uswatun Chasanah Zakaria, Abd Razak Zulkifli Syauqi Thontowi