Integrating the Values of Religious Moderation into Islamic Education Learning in the Digital Era

Lumaurridlo (Universitas Nahdlatul Ulama Al Ghazali Cilacap, Indonesia)

Linguanusa : Social Humanities, Education and Linguistic
Vol. 3 No. 3 (2025): Linguanusa : December 2025

Introduction to the Problem: The era of digital transformation brings complex dynamics to Islamic education, in which unlimited access to religious information runs alongside the spread of narratives of exclusivism, polarization, and extremism in cyberspace. Purpose: This article examines comprehensively the significance of, and strategies for, integrating the values of religious moderation (wasathiyyah) into the learning process of Islamic Religious Education in the digital era. Substantive values such as tawasuth (moderation), tawazun (balance), i‘tidal (uprightness and justice), and tasamuh (tolerance) are a crucial foundation for forming the cognitive and spiritual immunity of learners. Design/methods/approach: Using a descriptive-analytical qualitative approach based on critical library research, the study analyses the configuration of the curriculum, instructional strategies, and the use of digital media in Islamic Religious Education learning. Findings: The findings indicate that the integration of religious moderation cannot be conveyed doctrinally alone but must be actualized through learning based on real case studies from social media, a dialogical-critical pedagogy, and a digital literacy informed by wasathiyyah. Teachers of Islamic Religious Education are required to transform themselves into curators and facilitators of an inclusive cyber religious discourse. Originality/value: The recommendations of this study emphasize the need to reconstruct digital teaching materials, to develop interactive Islamic Religious Education modules grounded in the values of moderation, and to build institutional collaboration in creating a tolerant and peaceful digital Islamic education ecosystem.