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All Journal Journal of Integrated Elementary Education Action Research Journal Indonesia (ARJI)
Sri Sumarni
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Moderasi Beragama dalam Pendidikan Agama Islam Di Dunia Studi Bibliometrik Dengan Menggunakan R Biblioshiny 2013-2025 Amri Saputra; Sibawaihi; Sri Sumarni; Maesaroh; Lutfiah Holifah Balkis; Havid Nur Solikhin; Ridwan Faqih Sihono
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.599

Abstract

Penelitian ini bertujuan untuk menganalisis perkembangan kajian ilmiah mengenai moderasi beragama dalam pendidikan agama Islam di tingkat global selama periode 2013–2025. Moderasi beragama menjadi isu strategis dalam pendidikan Islam karena berperan penting dalam membentuk karakter peserta didik yang toleran, inklusif, dan berwawasan kebangsaan. Penelitian ini menggunakan pendekatan bibliometrik dengan bantuan perangkat lunak R Biblioshiny untuk memetakan tren publikasi, kolaborasi penulis, serta fokus tematik penelitian yang berkembang. Data diperoleh dari basis data Scopus dengan menggunakan kata kunci “religious moderation”, “Islamic moderation”, dan “education”, menghasilkan 253 dokumen dari 95 sumber publikasi dengan total 738 penulis dan tingkat pertumbuhan tahunan sebesar 25,55%. Hasil analisis menunjukkan bahwa penelitian tentang moderasi beragama dalam pendidikan Islam mengalami peningkatan signifikan sejak tahun 2020, dengan tema dominan seperti “religious moderation”, “Islamic education”, “tolerance”, dan “multiculturalism”. Analisis thematic map mengidentifikasi bahwa “religious moderation” dan “higher education” merupakan tema dasar yang paling sentral, sedangkan isu seperti “interfaith dialogue” dan “terrorism” menjadi penggerak utama perkembangan riset. Adapun keterlibatan kolaborasi internasional mencapai 18,18%, menandakan bahwa isu ini telah menjadi perhatian global. Secara keseluruhan, penelitian ini menyimpulkan bahwa kajian moderasi beragama dalam pendidikan Islam menunjukkan arah yang semakin kuat menuju pendekatan yang kontekstual, kolaboratif, dan adaptif terhadap tantangan global. Temuan ini berimplikasi pada perlunya integrasi nilai-nilai moderasi dalam kurikulum, strategi pembelajaran, dan kebijakan pendidikan Islam agar mampu membentuk peserta didik yang toleran dan berwawasan global.
Strengthening national character through multicultural-based civic education learning at Madrasah Ibtidaiyah Ana Quthratun Nada; Istiningsih Istiningsih; Sri Sumarni; Hanif Faturrachim
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.30836

Abstract

This study aims to analyze the internalization of national values through multicultural-based Civic Education learning in Madrasah Ibtidaiyah. This research employed a qualitative case study conducted in several public and private elementary schools in Sleman Regency, Special Region of Yogyakarta, Indonesia. The research participants consisted of Civic Education teachers, school principals, and fifth-grade students selected purposively, while informants were identified through snowball sampling until data saturation was reached.  Data were collected via classroom observations, interviews, and documentation, and then analyzed using reduction, display, and conclusion techniques. Findings indicate that values such as love for the country, tolerance, and cooperation are taught through contextual and collaborative learning strategies, such as group discussions, reflective activities, and experiential learning. The role of teachers and school leadership is crucial in fostering an inclusive environment through supportive school programs and participatory learning practices. Students also exhibited positive changes, including respect for diverse opinions and collaboration with peers from different backgrounds. Despite challenges related to socio-cultural diversity and varying levels of awareness, strategies such as contextual learning, teacher guidance, and inclusive programs enhance multicultural education. Therefore, multicultural-based Civic Education in elementary schools is vital for promoting an inclusive national character and respect for diversity.
Co-Authors Amri Saputra Ana Quthratun Nada Hanif Faturrachim Havid Nur Solikhin Istiningsih Istiningsih Lutfiah Holifah Balkis Maesaroh Ridwan Faqih Sihono Sibawaihi Sibawaihi