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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Yudin, Fithri
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Education Mathematics Social Sciences

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Peran Guru PAI dalam Membangun Moderasi Beragama di Lingkungan Sekolah Provinsi Banten Wasehudin, Wasehudin; Yudin, Fithri
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 6 (2024): December
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i6.7690

Abstract

Indonesia adalah bangsa yang memiliki masyarakat multicultural, masih terdapat permasalahan dalam keanekargaman di Indonesia, salah satunya adalah kekerasan dalam doktrin agama. tujuan penelitian ini adalah mengamalkan moderasi beragama di lingkungan sekolah. Pendekatan yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan jenis penelitian deskriptif. Hasil dari penelitian ini adalah suasana beragama yang moderat di SMAN 1 Kota Serang, SMAN 1 Ciruas dan SMKN 3 Cilegon peran guru PAI sebagai guru mata pelajaran Agama Mayoritas yang dianut oleh siswa di sekolah tersebut, maka membentuk suatu budaya atau kebiasaan di sebuah lingkungan peran mayoritas sangatlah penting terutama dalam menciptakan suasana yang moderat dalam beragama sehingga tidak terjadi intimidasi terhadap pemeluk Agama minoritas. Dari hasil penelitian yang telah digambarkan diatas simpulan dalam penelitian ini adalah dalam membangun moderasi beragama pada lingkungan sekolah yaitu di SMAN 1 Kota Serang, SMAN 1 Ciruas, dan SMKN 3 Cilegon terlihat kesungguhan pihak sekolah dalam membangun moderasi beragama di sekolah
Building religious moderation through islamic religious education: a study of high school teachers in Banten Indonesia Yudin, Fithri; Nugraha, Enung; Syarifudin, Efi; Wasehudin, Wasehudin
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 11, No 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202525523

Abstract

Religious moderation has become an urgent issue in Indonesia’s educational context, particularly in fostering tolerance and preventing radicalism among students. Schools play a crucial role in shaping students’ perspectives on religious diversity, with Islamic Religious Education (IRE) teachers serving as key agents in instilling moderation values. However, the implementation of religious moderation in schools faces various challenges, including curriculum constraints, sociocultural influences, and students’ diverse backgrounds. This study aims to analyze the specific strategies employed by IRE teachers in fostering religious moderation, the challenges they encounter, and the impact of their efforts on students. Using a qualitative research method with a social phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving IRE teachers and students in a senior high school in Banten, Indonesia. Thematic analysis was conducted to identify recurring patterns and key themes related to religious moderation practices. The findings indicate that IRE teachers implement religious moderation through interactive teaching methods, interfaith dialogues, and role-modeling behaviors that emphasize tolerance and balance. However, challenges such as limited institutional support, resistance from certain groups, and a lack of comprehensive training hinder the effectiveness of these efforts. Despite these obstacles, the study highlights the positive influence of IRE teachers in fostering an inclusive and harmonious school environment. The implications of this research suggest the need for more structured teacher training programs, curriculum adjustments to integrate religious moderation effectively, and policy support from educational institutions. These findings contribute to the broader discourse on religious moderation and provide practical recommendations for improving Islamic education in diverse learning environments.
Building religious moderation through islamic religious education: a study of high school teachers in Banten Indonesia Yudin, Fithri; Nugraha, Enung; Syarifudin, Efi; Wasehudin, Wasehudin
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202525523

Abstract

Religious moderation has become an urgent issue in Indonesia’s educational context, particularly in fostering tolerance and preventing radicalism among students. Schools play a crucial role in shaping students’ perspectives on religious diversity, with Islamic Religious Education (IRE) teachers serving as key agents in instilling moderation values. However, the implementation of religious moderation in schools faces various challenges, including curriculum constraints, sociocultural influences, and students’ diverse backgrounds. This study aims to analyze the specific strategies employed by IRE teachers in fostering religious moderation, the challenges they encounter, and the impact of their efforts on students. Using a qualitative research method with a social phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving IRE teachers and students in a senior high school in Banten, Indonesia. Thematic analysis was conducted to identify recurring patterns and key themes related to religious moderation practices. The findings indicate that IRE teachers implement religious moderation through interactive teaching methods, interfaith dialogues, and role-modeling behaviors that emphasize tolerance and balance. However, challenges such as limited institutional support, resistance from certain groups, and a lack of comprehensive training hinder the effectiveness of these efforts. Despite these obstacles, the study highlights the positive influence of IRE teachers in fostering an inclusive and harmonious school environment. The implications of this research suggest the need for more structured teacher training programs, curriculum adjustments to integrate religious moderation effectively, and policy support from educational institutions. These findings contribute to the broader discourse on religious moderation and provide practical recommendations for improving Islamic education in diverse learning environments.
Co-Authors EFI SYARIFUDIN, EFI Nugraha, Enung Wasehudin, Wasehudin