Religious moderation in Islamic religious education textbook and implementation in Indonesia

Abstract

This study aims to investigate the concept of religious moderation in the form of values contained in Islamic religious education textbooks at the junior high school level and to analyse how these values are implemented in Bandung, West Java schools. This article employs qualitative data collection techniques, including a literature review, observation, and interviews. The study finds that the content of moderation values, such as non-violence, egalitarianism and fairness, and tolerance, aligns with the Indonesian government’s religious moderation pillars. The study also reveals that the implementation of moderation values has been carried out, especially by Islamic religious education teachers, resulting in a safe and respectful school environment for Muslim and non-Muslim students alike. The implementation of non-violence values aims to prevent students from being exposed to extremist Islamic groups. Meanwhile, egalitarianism and fairness values emphasise the equality of every human being and place every religious community in a middle position between two opposite poles. Lastly, tolerance values emphasise the importance of religious freedom and the principle of national commitment, requiring every person and religious community to maintain their national commitment without feeling that their group has the highest rank. Furthermore, the study discovered that the implementation of moderation values based on textbooks had been carried out, particularly in two schools in Bandung City that involved the collaborative participation of students and teachers.Contribution: This finding contributes to the study of religious moderation in the general school at the primary education level. Until now, the study of religious moderation has mostly focused on the discourse of social movements and the atmosphere of Islamic education, namely Islamic boarding schools.

Strengthening Religious Moderation Through the Core Values of Islamic Boarding School Education

“…Therefore, sociologically, this role is intricately linked to the values system that pesantren has established, serving as social capital to influence social actions and behaviours, including promoting Islamic moderation (Zakariyah et al, 2022). Values are interpreted as beliefs within the context of an institution concerning an individual's role in what should be done and left undone (Mulyana, 2023). Furthermore, values are also a process of interpretation and assigning meaning to the objective reality of objects in social life.…”

Religious Moderation in the Discourse of Nahdlatul Ulama’s Dakwah in the Era of Industry 4.0

“…As religion holds significance in society, it becomes the responsibility of religious individuals to embody exemplary conduct and promote positive values based on their faith. This act of religious moderation contributes to the betterment of the world and helps build a more inclusive and harmonious society (Mulyana, 2023). However, contemporary Muslims face various internal and external challenges.…”

Textbook assessment and religious education efforts: how to achieve religious moderation in schools?

“…In addition, textbooks for students are the most effective resources for learning the subject. Second, these studies look at the qualification requirements of a good textbook, namely using simple language for the psychological development of students, being able to invite students to be actively involved, critical-analytical thinking, and embedding pedagogy in its content (Cholil, 2022;Karaosmanoglu, 2018;Mulyana, 2023). On the other hand, seeing the existence of religious education textbooks as a 'bridge' for the manifestation of religious moderation in schools and madrasas is less concerned about its urgency (Fauzan et al, 2022;Hernawan, 2021;Mishra, 2016), especially in the context of a pluralmulticultural country like Indonesia.…”