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All Journal Edukasi Islami: Jurnal Pendidikan Islam Ta'dibuna: Jurnal Pendidikan Islam Indonesian Journal of Islamic Education and Learning
Ade Saepuloh
STAI Al-Musadadiyah Garut
Religion Education Other

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A MASLOW’S HIERARCHY OF NEEDS-BASED MODEL OF RELIGIOUS MODERATION INTERNALIZATION TO PREVENT RADICALISM AMONG GENERATION Z Saepuloh, Ade; Manan, Mahmud; Muslihun, Muslihun
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i001.9306

Abstract

Purpose: This study aims to develop and validate the Integrative Religious Moderation Model based on Maslow’s Hierarchy of Needs (MBIM-RM) as an effective framework for internalizing moderation values to prevent radicalism among Generation Z students. Method: A qualitative multi-case study design was employed at SMAN 1 Garut and SMKN 1 Garut, involving teachers, school leaders, and students selected through purposive sampling. Data was collected via interviews, observations, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. Result: The findings reveal that the internalization of religious moderation occurs through five interrelated stages: contextualization, actualization, role modeling and social habituation, inclusivity-differentiation, and digital externalization, with each stage reflecting the fulfillment of students' psychological, social, and moral needs. Moral development is most effective when schools create an ecosystem that meets students' intrinsic needs for safety, social acceptance, self-esteem, and self-actualization. The integration of digital moral engagement is a significant innovation, as it allows students to develop ethical moral agency in digital environments. Conclusion: Theoretically, MBIM-RM bridges Maslow’s motivation theory, Bandura’s social learning theory, and Berger & Luckmann’s social construction theory, positioning moderation as a dynamic psychosocial ecosystem rather than a static moral attribute. Implication: Practically, this model offers a framework that can be replicated and adapted by educators and policymakers through reflective, participatory learning that is responsive to technological developments. Future research is recommended to use mixed-method and longitudinal approaches, integrating AI-based learning analytics to refine the model in various educational contexts.
Internalization of Religious Moderation Values in Islamic Religious Education: A Multisite Study at SMAN 1 and SMKN 1 Garut Ade Saepuloh; Mahmud Manan; Muslihun Muslihun
TA`DIBUNA Vol 14 No 6 (2025): Desember
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v14i6.21626

Abstract

This study aims to examine the forms and causes of radicalism, elaborate on the concept and practice of internalizing religious moderation values in Islamic Religious Education (PAI) learning, and assess the effectiveness and challenges of this process in building students’ ideological resilience. The research adopts a qualitative approach with a multisite study design at SMAN 1 and SMKN 1 Garut. Data were collected through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman’s interactive data analysis model. The findings indicate that radicalism among students in Garut develops latently and symbolically through exclusivism, ideological segregation, and exposure to intolerant narratives in digital media and non-formal environments, influenced by psychosocial, historical, economic, and cultural factors. Religious moderation values have been contextually and culturally internalized at SMAN 1 and SMKN 1 Garut through PAI learning, school culture, as well as interfaith and anti-violence programs, making both schools resilient models against radicalism. The internalization process proceeds through three structured stages: transformation, transaction, and transinternalization, with dialogical and reflective approaches that encourage students to internalize and practice values of tolerance and anti-radicalism in their daily lives. The success of this internalization is influenced by participatory learning approaches and supportive environments; however, challenges remain in the form of ideological enclaves and external influences that do not support moderation.
Mindfulness in Akidah Akhlak Learning: A Systematic Literature Review Strategies for Cultivating High School Students' Spiritual Awareness Ade Saepuloh
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 2 (2026): Volume 1 Number 2, February 2026
Publisher : CV. Intake Pustaka

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Abstract

The learning of Aqidah Akhlak at the senior high school level is not only aimed at improving students’ cognitive understanding of Islamic teachings, but also at fostering spiritual awareness and shaping students’ religious character. However, in practice, the learning process often emphasizes cognitive aspects and provides limited opportunities for reflection and internalization of spiritual values. Therefore, the mindfulness approach is considered to have the potential to support the internalization of spiritual values in Aqidah Akhlak learning. This study aims to analyze the implementation, benefits, and relevance of the mindfulness approach in Aqidah Akhlak learning among senior high school students. This research employs a Systematic Literature Review (SLR) method involving the stages of identification, selection, evaluation, and analysis of relevant scientific articles. The literature search was conducted using the Publish or Perish application with a publication range from 2018 to 2025. Based on the selection process, several articles that met the inclusion criteria were analyzed in depth. The results indicate that the mindfulness approach in Aqidah Akhlak learning provides various benefits, including improving learning concentration, emotional regulation, psychological well-being, and students’ spiritual awareness. Furthermore, the integration of spiritual practices such as dhikr, self-reflection, and muhasabah helps students internalize moral values such as patience, gratitude, trust in God, and responsibility in their daily lives. The findings also suggest that mindfulness is relevant in addressing educational challenges in the digital era that require students to develop emotional regulation and self-awareness. Therefore, mindfulness can serve as an effective pedagogical strategy to support more reflective, meaningful, and character-oriented Aqidah Akhlak learning.
Co-Authors Mahmud Manan Manan, Mahmud Muslihun Muslihun Muslihun Muslihun