Higher Education, Nation Character, and Religious Moderation Program: A Public Policy Perspective

Abstract

The diversity of the Indonesian nation in terms of religion, ethnicity, race, local culture, and others is an inevitable reality. It constitutes the nation’s socio-cultural capital, wealth, and potential to advance in which Indonesia can be proud of. But, it can also lead to attitudes and behaviour that damage national integration. Attitudes and behaviour that are tolerant of differences, inclusive, and moderate, especially in religious life, are the main pillars of a strong nation. Currently, the attitudes and behaviour of certain groups of citizens and individuals show the opposite and these dominate the Indonesian public sphere. Using normative juridical methods and literature, this article examines the religious moderation program launched by the Indonesian government under the coordination of the Ministry of Religious Affairs as an effort to deal with the rising religious intolerance and violence in Indonesia. From a public policy perspective, this article aims to analyse actors that are involved in the religious moderation program initiated by the Ministry of Religious Affairs. Higher education institutions with their resources have the opportunity to support this program. The religious moderation program is an implication of the policy environment that is currently embedded in people's daily lives.

The Religious Leaders' View on Deradicalization Efforts through the Islamic Educational Institutions and Anti-Terrorism Law in Yogyakarta

“…Although, on the other hand, the Rohis organization is considered by some to be an organization that is vulnerable to radicalism infiltration by Islamic radical groups (Gathmyr, Suryanto, & Rezasyah, 2018). Therefore, Islamic educational institutions need to build a character of moderation for students and society where the higher education has great potential in supporting efforts to build religious character with existing resources (Sudrajat, Supiana, & Zakiah, 2021). The National Counterterrorism Agency in Indonesia itself has also used religious moderation in the deradicalization process (Sofyan, Lesmana, & Mustofa, 2022).…”

The Role of Guidance and Counseling Teacher in Developing Students’ Religious Moderation Behavior at Madrasah

“…Research on religious moderation has been widely carried out, such as researching it within the framework of tolerance (Abror, 2020), its actualization in educational institutions (Sutrisno, 2019), digital room (Hefni, 2020), education management in the digital age (Faisal, Ulfatun Ni'mah, Try Susanti, Arham Junaidi Firman, Saifaldin Idris Onia, Nova Asvio The Role of Guidance and Counseling Teacher in Developing Students' Religious Moderation Behavior at Madrasah 3 2020), the pesantren curriculum (Khotimah, 2020), Furthermore, it examines its effects on spiritual struggles and mental health (Ellison et al, 2013), interreligious tolerance through local wisdom (Pajarianto et al, 2022), and the wisdom of Sundanese religious diversity in the Wawacan Babad Walangsungsang manuscript (Hernawan et al, 2021). Other research has also examined religious moderation from the aspect of the potential role of women (Rahayu & Lesmana, 2020), root formation (Aziz, 2020), the application of harmony theology (Heriyanti, 2020), It also explores the cultural resilience of the Tana Toraja community in South Sulawesi (Bachrong & Ansar, 2021), and examines it from a public policy perspective (Sudrajat et al, 2021).…”

The Role of Higher Education Culture in the Professional Development of Lecturers Through Religious Moderation Education (A Case Study of Student Organizations at Bone State Islamic Institute, Indonesia)

“…Nevertheless, the literature on the emergence of the educator profession for religious moderation education examines the relationship between higher education culture and lecturers' professionalism toward religious moderation education very infrequently. Some studies on higher education culture in religious moderation education only focus on how it affects students (Sudrajat et al, 2021).…”