<![CDATA[Abstrak: Penerapan kebijakan moderasi beragama masih menghadapi berbagai tantangan, khususnya di Kabupaten Lampung Utara, di mana sebagian guru Pendidikan Agama Islam (PAI) dan pengelola madrasah belum sepenuhnya memahami konsep serta strategi implementasinya dalam pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan memberikan pendampingan kepada guru PAI dan pengelola madrasah dalam menerapkan kebijakan moderasi beragama secara konseptual dan praktis. Mitra kegiatan adalah 15 madrasah tingkat menengah di Kabupaten Lampung Utara yang melibatkan 17 peserta, terdiri atas 15 guru PAI dan 2 pengelola madrasah. Metode pelaksanaan menggunakan pendekatan partisipatif yang terdiri atas tiga tahapan, yaitu tahap pra-pelaksanaan melalui sosialisasi kebijakan moderasi beragama, tahap pelaksanaan melalui workshop penerapan moderasi beragama dalam pembelajaran PAI, serta tahap monitoring dan evaluasi. Evaluasi dilakukan menggunakan instrumen pre-test dan post-test untuk mengukur peningkatan pemahaman peserta. Hasil evaluasi menunjukkan adanya peningkatan signifikan pemahaman moderasi beragama sebesar ±47%, peningkatan keterampilan penyusunan perangkat ajar berbasis moderasi sebesar ±60%, serta peningkatan motivasi guru dalam mengimplementasikan moderasi beragama dalam pembelajaran PAI. Temuan ini menunjukkan bahwa pendampingan berbasis sosialisasi dan workshop efektif dalam memperkuat literasi kebijakan moderasi beragama di kalangan guru PAI dan pengelola madrasah.Abstract: The implementation of religious moderation policy continues to face various challenges, particularly in North Lampung Regency, where some Islamic Religious Education (IRE) teachers and madrasah administrators have not yet fully understood the concept and strategies for its implementation in learning activities. This community service program aims to provide assistance to IRE teachers and madrasah administrators in applying religious moderation policies both conceptually and practically. The program partners involved 15 secondary-level madrasahs in North Lampung Regency, engaging 17 participants, consisting of 15 IRE teachers and 2 madrasah administrators. The implementation method employed a participatory approach consisting of three stages: the pre-implementation stage through the socialization of religious moderation policies, the implementation stage through workshops on applying religious moderation in IRE learning, and the monitoring and evaluation stage. Evaluation was conducted using pre-test and post-test instruments to measure participants’ improvement in understanding. The evaluation results indicate a significant increase in understanding of religious moderation by approximately 47%, an increase in skills for developing moderation-based instructional materials by approximately 60%, and an increase in teachers’ motivation to implement religious moderation in IRE learning. These findings demonstrate that assistance programs based on socialization and workshops are effective in strengthening religious moderation policy literacy among IRE teachers and madrasah administrators.]]>
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