Mendidik Keberagaman Yang Moderat: Transformasi Pendidikan Islam Di Tengah Pluralitas Masyarakat

Kiki Fatmawati (Institut Ahmad Dahlan, Probolinggo, Indonesia)
Khoiriyah (Institut Ahmad Dahlan, Probolinggo, Indonesia)

Al-Ilmiya: Jurnal Pendidikan Islam
Vol. 2 No. 2 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (September)

Religious diversity is an inevitable reality of contemporary society. Differences in religion, culture, ethnicity, language, traditions, and social backgrounds create both opportunities and challenges for Islamic education. In this context, Islamic education should not merely focus on the transmission of religious knowledge but also contribute to the development of moderate, inclusive, critical, tolerant, and socially responsible religious attitudes. This article aims to examine the transformation of Islamic education in fostering moderate religious attitudes within a pluralistic society and to identify research gaps in the study of religious moderation and Islamic education. This study employs a thematic-conceptual literature review by examining relevant scholarly publications, particularly articles published in internationally recognized and Scopus-indexed journals. The analysis focuses on the concepts of religious moderation, Islamic education, curriculum, pedagogy, teacher roles, and the challenges of social pluralism. The findings indicate that the transformation of Islamic education based on religious moderation requires changes in three major dimensions: curriculum transformation, pedagogical transformation, and educational cultural transformation. Islamic education needs to move beyond a predominantly transmissive approach toward dialogical, contextual, reflective, and participatory learning. The study identifies several research gaps, including the limited integration of Islamic theological perspectives with contemporary educational theories, the lack of empirical studies examining students' lived experiences of religious moderation at primary and secondary education levels, and the tendency of previous studies to position religious moderation primarily as an educational policy or program rather than as a pedagogical paradigm. Therefore, moderate religious education should not be understood merely as the addition of tolerance-related content to the curriculum, but as a comprehensive transformation of how students understand religion, respond to differences, engage in dialogue, and participate responsibly in a pluralistic society.