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All Journal International Journal of Law and Society Al-Hayat: Journal of Islamic Education
Alwalid, Mohammed Alghiffar
Unknown Affiliation
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Aim of Religious Moderation is to Overcome Identity Conflicts Anwar, Saiful; Alwalid, Mohammed Alghiffar; Nizar, Nizar
International Journal of Law and Society Vol 3 No 1 (2024): International Journal of Law and Society (IJLS)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijls.v3i1.68

Abstract

This research explains religious moderation in overcoming identity conflicts and creating religious harmony. Identity conflicts occur very often, both on a national and international scale. This research was conducted using a qualitative approach. This type of research is library research. Data analysis uses data reduction, presentation, and conclusion drawing/verification steps. This research found several ways to overcome identity conflicts and create religious harmony, respecting the worship rituals of other religions, implementing noble morals between religious communities, and building cooperation between religious communities. Conflict occurs not only in differences or misunderstandings within a group, but more in identity conflict at the cognitive and emotional level of the individual. Conflict reflects the gap between the values, beliefs, norms, and demands inherent in individual and group identities. So then moderate Islam with the concept of wasathiyah became the dividing line and resolved identity conflicts.
Moderation-Based Islamic Character Education Integrated into the Elementary School Curriculum Masdul, Muhammad Rizal; Tang, Muhammad; Kuliawati; Rahmawati; Alwalid, Mohammed Alghiffar
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.346

Abstract

This research examines the implementation of a character education program based on moderation at MI Muhammadiyah Al-Haq Palu, where elementary students demonstrate measurable understanding of tolerance, balance, justice, and anti-violence values. The study investigates how curriculum design and multi-method teaching strategies integrate moderation values and identifies the determinants of student character development. Employing a qualitative instrumental case study design within a constructivist paradigm, data were collected through semi-structured interviews, Classroom observations, and document analysis, and analyzed using Miles, Huberman, and Saldaña's interactive thematic coding model, with triangulation to ensure trustworthiness. Six thematic factors emerged inductively from the data: teacher quality and commitment, visionary leadership, coherent curriculum design, family partnerships, favorable post-conflict local context, and institutional backing from Muhammadiyah. The multi-method pedagogical approach, combining interactive dialogic teaching, habituation practices, and inclusive environment design, addresses cognitive, behavioral, affective, and social dimensions simultaneously, supporting the progressive internalization of moderation values. These findings offer contextual evidence relevant to SDG 4.7 on education for global citizenship and appreciation of cultural diversity, and to SDG 16 on peaceful and inclusive societies through its focus on anti-extremism and coexistence education. As a single-site qualitative case study, findings are context-specific and intended to inform rather than prescribe broader practice.
Co-Authors Kuliawati Masdul, Muhammad Rizal Nizar Nizar Rahmawati Saiful Anwar Tang, Muhammad