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All Journal Paedagogie: Jurnal Pendidikan dan studi ISlam Journal Corner of Education, Linguistics, and Literature
Maulana, Khaidir
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Upaya Guru Dalam Menerapkan Nilai-Nilai Moderasi Beragama Dalam Pembelajaran PAI di SMAN 3 Purwakarta Pransah, Muhamad Dika; Hilmi, Ahmad Ariffudin; Solehudin, Azis; Maulana, Khaidir
Paedagogie: Jurnal Pendidikan dan Studi Islam Vol. 6 No. 01 (2025): Paedagogie: Journal of Education and Islamic Studies
Publisher : Muttaqien Publishing, Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KH. EZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/pdg.06.1.06

Abstract

SMAN 3 Purwakarta is a public high school with a diverse student body, making it vulnerable to the influence of extreme ideologies. In this context, the role of Islamic Education (PAI) teachers is crucial in instilling the values of religious moderation. This study aims to: (1) understand the approaches and methods used by PAI teachers in fostering religious moderation values, and (2) identify the supporting and inhibiting factors in this process. This research employs a descriptive qualitative approach, with subjects including three PAI teachers, the Vice Principal for Curriculum, and five upper-grade students. Data were collected through observation, interviews, and documentation, then analyzed using data collection, reduction, presentation, and conclusion drawing.Findings indicate that religious moderation is instilled through two approaches: (1) direct educational processes, including internalizing values through guidance, advice, and motivation to uphold tolerance and good morals; and (2) indirect educational processes, such as prevention, mitigation, regulations, and sanctions to maintain a peaceful and harmonious school environment. Methods used include (a) giving advice, (b) setting a good example, (c) discipline, (d) punishment, (e) habituation, and (f) providing special attention. Supporting factors include (a) alignment of orientations between PAI teachers and other teachers, (b) supportive school policies, (c) parental support, and (d) the role of social media. Inhibiting factors include (a) lack of facilities and teachers for non-Muslim students, (b) low student interest in learning, (c) difficulty in managing students, and (d) students' lack of attention.
A Systematic Literature Review on Trends and Challenges in Language, Literature, and Cultural Education Ridwanulloh, Muhammad Syabani; Bagus, Solihah; Maulana, Khaidir; Apriyanto, Sigit
Journal Corner of Education, Linguistics, and Literature Vol. 5 No. 001 (2025): Special Issues
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v5i001.605

Abstract

This study aimed to examine how the Merdeka Curriculum provides a holistic framework by combining language and literature learning, with the goal of enhancing literacy skills and at the same time nurturing cultural awareness. Using a systematic literature review method, the study reviewed scholarly works—including articles, research reports, and scientific publications published between 2015 and 2025—selected through purposive sampling based on predetermined eligibility criteria. Data were analysed thematically through coding, categorisation, and identification of recurring themes. The findings reveal that integrating language and literature in the Merdeka Curriculum consistently enhances students’ critical reading, expressive writing, and comprehension of social and cultural contexts. The incorporation of digital technologies and interactive media further broadens access and encourages active participation in integrative learning. Nevertheless, several challenges persist, such as limited teacher competence, insufficient professional training, and inadequate supporting facilities.The study concludes that the success of language and literature integration within the Merdeka Curriculum is strongly influenced by teacher preparedness, supportive educational policies, and adequate infrastructure. It further emphasises the necessity of continuous professional development for teachers, the establishment of competency-based assessment models, and the expansion of empirical research to evaluate the broader effectiveness of integrative approaches. These findings provide significant implications for policymakers, educators, and researchers seeking to enhance both literacy skills and cultural awareness in the Indonesian educational context.
Religious Moderation from a Multiculturalism Perspective: A Systematic Literature Review Ridwanulloh, Muhammad Syabani; Maulana, Khaidir; Adawiyah, Robiah Al; Apriyanto, Sigit
Journal Corner of Education, Linguistics, and Literature Vol. 5 No. 001 (2025): Special Issues
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Religious moderation is a crucial discourse in addressing polarization and intolerance within pluralistic societies. This study systematically reviews scholarly works to examine the conceptual, practical, and policy-oriented intersections between religious moderation and multiculturalism. Employing a Systematic Literature Review (SLR) guided by PRISMA protocols, the research identified, screened, and analysed studies published from 2015 to 2025 across databases such as Scopus, Google Scholar, DOAJ, and Garuda. Inclusion criteria focused on peer-reviewed works addressing religious moderation, multicultural education, and social cohesion, while data extraction captured objectives, theoretical frameworks, methods, and findings. Thematic analysis was then applied to synthesise key patterns and gaps. The findings indicate that religious moderation, when contextualised through multicultural values, significantly enhances social integration, interfaith tolerance, and civic dialogue. Evidence suggests that its effectiveness is reinforced by educational frameworks, inclusive policy initiatives, and community-based empowerment strategies. Moreover, the analysis highlights that contextual adaptation to local culture and religious narratives is essential to ensure the acceptance and sustainability of moderation initiatives. This review concludes that embedding religious moderation within multicultural frameworks not only mitigates identity-based conflicts but also strengthens substantive democracy in diverse societies. It further underscores the necessity for policymakers, educators, and religious leaders to adopt participatory and culturally grounded strategies to promote moderation values. By mapping theoretical developments and empirical practices, this study contributes to advancing an integrative conceptual model that unites religious moderation and multiculturalism for fostering inclusive and harmonious societies.
Co-Authors Adawiyah, Robiah Al Bagus, Solihah Hilmi, Ahmad Ariffudin Pransah, Muhamad Dika Ridwanulloh, Muhammad Syabani Sigit Apriyanto Solehudin, Azis