Moderate Islamic Education in Schools: Conceptual Framework, Curriculum Integration, and Pedagogical Strategies
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Abstract
The increasing complexity of social pluralism in Indonesia demands a strategic role for Islamic Religious Education (PAI) in nurturing tolerance and inclusivism. This study aims to formulate strategies for internalizing and implementing moderate PAI (Moderate Islamic Education) in secondary schools. Utilizing a qualitative approach through library research and content analysis, data were gathered from reputable literature and analyzed thematically. The findings reveal three main pillars for effective moderate Islamic education: (1) reconstruction of the PAI curriculum based on inclusive multicultural perspectives and the strengthening of fiqh muamalah, (2) implementation of dialogic pedagogy rooted in Problem Based Learning (PBL) and cross cultural interaction, and (3) enhancement of pedagogical competence and exemplary role modeling (uswah hasanah) among PAI teachers as agents of moderation. The implications of this study emphasize that holistically strengthening these three pillars effectively mitigates potential extremism while fostering critical, moderate, and inclusive student character in school environments.
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