<![CDATA[Religious moderation in Islamic education requires attention to how institutional commitments are translated into learning and everyday relationships. This study examines how educational actors at MA Nurul Muhajirin Berau describe the integration of wasathiyah into the Islamic education curriculum, with particular attention to teacher mediation, the hidden curriculum, and students’ encounters with differences. A descriptive qualitative design was employed. Interviews conducted on 24 September 2026 involved the head of the madrasah, the deputy head for curriculum, an Islamic education teacher, and Grade XI students. Documented interview responses were analysed thematically and compared across participant roles. The findings identify two interrelated pathways: explicit engagement with moderation through religious subject matter and implicit learning through teacher conduct, communal routines, and extracurricular interaction. Fikih learning was described as an important setting for introducing adab al-ikhtilaf, in which students were encouraged to consider reasons for different opinions and avoid personal hostility. The accounts also indicate dependence on educator consistency and challenges associated with religious information encountered online. The study proposes an interpretive framework linking institutional orientation, pedagogical mediation, and reported student experience. Its contribution lies in explaining their relationship while distinguishing opportunities for practising moderation from evidence of sustained internalisation. Strengthening wasathiyah therefore requires clearer curricular articulation, reflective dialogue, and assessment attentive to students’ reasoning and conduct. The findings remain context-bound and do not establish behavioural change or programme effectiveness.]]>
Copyrights © 2026
