Islamic Moderate Values in Teaching Classic Islamic Books at Modern Islamic Boarding Schools in Indonesia

Abstract

This study discusses Islamic moderation in learning classic Islamic books at modern Islamic boarding schools in Indonesia. This study aimed to examine the application of Islamic moderation in learning classics and the supporting factors for the successful application of religious moderation in learning classics at the Islamic Boarding School of Modern al-IstiqamahNgatabaru Indonesia. This study used qualitative methods, and data collection techniques were carried out through direct observation, in-depth interviews, and written document analysis. The results of this study indicate that there are three indicators in the application of Islamic moderation in learning the ‘yellow book,’ namely the application of moderation in the learning process, the application of moderation in the form of understanding, and the application of moderation in the form of practice in worship. The supporting factors for Islamic moderation in learning the ‘yellow book’ are, Islamic boarding schools are not tied to one school of thought, ustad provides the broadest possible understanding to students, ustad does not indoctrinate students to follow one school of thought, ustad is not allowed to justify one school and blames on the other hand, students are free to choose the schools they believe in strongly. While the inhibiting factors are the limited practice of santri worship, senior santri are not allowed to influence junior santri, and learning the ‘yellow book’ is still limited. The implications of Islamic moderation in understanding the ‘yellow book’ at the Modern al-IstiqamahNgatabaru Islamic Boarding School are elastic and flexible, tolerant, not categorized, and not confused in making choices. Many alums are in different Islamic mass organizations, and alums join student organizations that are diverse, and active in religious activities in the community.