The Integration of Islamic Moderation in Religious Education of Indonesia

Abstract

This study examines the integration of Islamic moderation (wasatiyyah) within Islamic Religious Education (PAI) in Indonesia as a strategic response to the challenges of exclusivism, radicalism, and intolerance among students. Employing a qualitative approach through literature review and field analysis in several public and Islamic schools, this research explores how values of moderation, such as tolerance, balance, justice, and respect for diversity are implemented within the curriculum, pedagogy, and teacher competencies. The findings reveal that although the national curriculum formally incorporates the principles of moderation, its implementation varies across institutions due to differences in teacher capacity, local culture, and institutional policies. This study highlights the critical role of teachers as change agents who can translate the abstract concept of moderation into concrete learning experiences through dialogical methods, contextual teaching, and inclusive classroom practices. The research contributes to the discourse on religious education reform by emphasizing that Islamic moderation in PAI is not merely a theological imperative but also a sociological necessity for fostering peaceful coexistence in Indonesia’s plural society. Recommendations include strengthening teacher professional development, providing moderation-based teaching resources, and enhancing collaboration among government bodies, religious organizations, and civil society to ensure the sustainability of moderation values in Islamic education.