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All Journal Journal La Edusci Educazione: Journal of Education and Learning
A. Syathori
Universitas Islam Negeri Siber Syekh Nurjati Cirebon, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategies for Integrating Religious Moderation Values in Islamic Higher Education A. Syathori; Umamatul Khaeriyah
Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i2.2977

Abstract

This study examines strategies for instilling religious moderation values in enhancing Islamic Religious Education within the Department of Islamic Education at UIN Siber Syekh Nurjati Cirebon. Employing a qualitative case study approach, the research investigates how religious moderation is integrated into the curriculum, pedagogical practices, and academic culture of an Islamic higher education institution operating in a digital learning environment. Data were collected through in-depth interviews with lecturers, students, and academic administrators, classroom observations, and analysis of curriculum documents and institutional policies. The findings reveal that religious moderation is systematically embedded across core courses through dialogical teaching, experiential learning, interfaith dialogue, and community engagement. These strategies contribute to the development of students’ moderate religious attitudes, critical thinking skills, and social inclusivity. However, the study also identifies challenges related to student resistance, uneven faculty preparedness, and the influence of digital media in shaping religious perspectives. The study concludes that sustained institutional commitment, faculty development, and adaptive curriculum design are essential for strengthening religious moderation education in Islamic higher education. This research contributes to the discourse on Islamic education by offering an integrative model for promoting religious moderation in pluralistic and digital contexts.
Embedding Formative Evaluation in Qur'an Literacy: A CIPPO Model Study in a Public Secondary School Asniar Tanjung; Moh. Ali; A. Syathori; Agung
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2283

Abstract

Many students at general state secondary schools still cannot read or write the Qur'an correctly, yet the programs meant to address this weakness are seldom evaluated in any systematic way. This study evaluates the Qur'an literacy program at SMA Negeri 6 Konawe Selatan through the CIPPO model, which examines context, input, process, product, and output. The research used a qualitative descriptive-analytic design with a social phenomenological approach. Informants included the school principal, teachers, and students, chosen through purposive sampling. Data were gathered by interview, observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing, while validity was secured through source, technique, and time triangulation together with member checking. The findings show that the program functioned well across all five components. Context evaluation confirmed a genuine need and a supporting module, input evaluation showed adequate resources and scheduling, and process evaluation recorded 70% of the monitored regular students reaching the minimum standard. Product evaluation verified sound attainment in reading and correct writing, and output evaluation yielded a mean score of 75.76 across 100 students. Notably, evaluation operated continuously within instruction rather than as a final audit, which allowed the teacher to correct weaknesses while learning was still underway. The study implies that schools can raise Qur'an literacy more effectively by embedding formative evaluation into everyday teaching, and it offers school leaders a practical basis for deciding whether to continue, revise, or strengthen such programs.
Co-Authors Agung Asniar Tanjung Moh. Ali Umamatul Khaeriyah