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All Journal Lentera:Indonesian Journal of Multidisciplinary Islamic Studies Ta'diban: Journal of Islamic Education
Mulyadi Mulyadi
Institut Agama Islam Negeri Langsa
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Teaching Religious Moderation through Islamic Education: The Pedagogical Model of Islamic Education at An-Najah Islamic Boarding School Zainuddin Zainuddin; Fuad M. Rizky Rambe; Rita Sari; Basri Basri; Mulyadi Mulyadi
TA'DIBAN Vol 6 No 1 (2025): Juli-Desember
Publisher : Institut Agama Islam Hidayatullah Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61456/tjie.v6i1.305

Abstract

This study examines the recontextualization of religious moderation in Islamic education through a field study at the An-Najah Islamic Boarding School. The research background stems from the need to present the values of wasatiyyah (moderation) in an applicable manner within the Islamic education system, which has tended to remain conceptual. The purpose of this study is to analyse the integration of religious moderation values into the curriculum, extracurricular activities, teacher role models, and institutional culture at the Islamic boarding school. Using a qualitative approach through field observations and in-depth interviews with three asatidz (teacher educators) (two males and one female), this study found that the values of moderation are internalised through dialogic learning, egalitarian interactions, and moral modelling. Teachers serve as models of empathetic, just, and tolerant behaviour, while Islamic boarding school activities reflect the social practice of the Islamic value of rahmatan lil-'alamin (blessing for the universe). The results confirm that Islamic boarding schools function as effective social laboratories in shaping moderate Muslim character through role models, not indoctrination. This study recommends the development of a model of integration of religious moderation based on social practice in other Islamic educational institutions to strengthen inclusive and humanistic Islamic learning in Indonesia.
Curriculum, Community, and Civic Values: A Qualitative Inquiry into Nationalism at Dayah Misbahurrasyad in Aceh Mulyadi Mulyadi; Nur Balqis; Wasehuddin Wasehuddin; Winda Novianti; Lathifah Hanum
Lentera: Indonesian Journal of Multidisciplinary Islamic Studies Vol 7 No 2 (2025): Lentera: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Program Pascasarjana IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/lentera.v7i2.14959

Abstract

This qualitative study examines how Dayah Misbahurrasyad, a modern Islamic boarding school in Aceh Tamiang, integrates religious moderation and nationalism into the student’s education. Using observation, in-depth interviews, and document analysis, the research explores how values such as tolerance, anti-violence, justice, and respect for diversity are embedded through formal curricula, daily routines, and extracurricular activities. Nationalism is reinforced via flag ceremonies, scouting, Red Cross Youth (PMI) programs, and communal work (gotong royong). The study addresses concern about students’ limited grasp of nationalism and challenges stereotypes portraying Islamic boarding schools (dayah) as inherently “anti-nationalist.” Findings reveal that Dayah Misbahurrasyad actively fosters civic values and national identity by merging religious ethics with social practices, such as moderation-themed lessons and community service. This fills an empirical gap in literature that historically emphasizes dayah ’s doctrinal roles (e.g., Zuhdi, 2016) but lacks insight into modern strategies for cultivating inclusive nationalism. By centering santri as active agents in shaping pluralistic identities, the study highlights their role in Indonesia’s democracy. The research offers a replicable model for integrating moderation and nationalism in Islamic education, informing policies to strengthen social cohesion. Challenges, such as uneven student engagement and limited external interaction, underscore the need for innovative approaches to broaden inclusivity.  
Co-Authors Basri Basri Fuad M. Rizky Rambe Lathifah Hanum Nur Balqis Rita Sari Wasehuddin Wasehuddin Winda Novianti Zainuddin, Zainuddin