Ummil Fida Thaha, Maftuh Maftuh

Implementasi Pendidikan Islam Moderat Pada Masyarakat Urban Metropolitan di SMA Tahfidz Khairunnas Gunung Anyar Surabaya

Introduction

Implementasi pendidikan islam moderat pada masyarakat urban metropolitan di sma tahfidz khairunnas gunung anyar surabaya. Kaji implementasi pendidikan Islam moderat di SMA Tahfidz Khairunnas Surabaya. Siswa sebar nilai tawazun, tawasuth, tasamuh, adl di masyarakat urban, demi harmoni & toleransi sosial.

Abstract

This study highlights the significant role of students at SMA Tahfidz Khairunnas Surabaya in promoting the values of moderate Islam within the urban metropolitan context of Surabaya. The findings demonstrate that the implementation of moderate Islamic education is reflected in four core principles: At-Tawazun (balance), At-Tawasuth (moderation), At-Tasamuh (tolerance), and Al-Adl (justice). These values are supported by the family, school, and community environment, which collectively contribute to shaping students’ understanding and practice of moderation. The results further suggest that fostering moderate Islamic values in metropolitan society requires both maturity and contextual comprehension, enabling communities to internalize and apply these principles effectively. The involvement of students in disseminating moderate values represents an essential step toward strengthening critical thinking, moral integrity, and social ethics in accordance with Islamic moderation. Therefore, the educational practices at SMA Tahfidz Khairunnas not only contribute to individual student development but also serve as a catalyst for cultivating a more harmonious, tolerant, and balanced urban society.

Review

This paper addresses a highly relevant and timely topic, focusing on the implementation of moderate Islamic education within an urban metropolitan context at SMA Tahfidz Khairunnas Surabaya. The abstract effectively highlights the crucial role students play in promoting the values of At-Tawazun (balance), At-Tawasuth (moderation), At-Tasamuh (tolerance), and Al-Adl (justice). The study’s emphasis on the synergistic support from family, school, and community environments provides a comprehensive perspective on how these core principles are instilled and practiced, making a compelling case for a holistic approach to character education in challenging urban settings. The findings presented are insightful, particularly the notion that fostering moderate Islamic values requires both maturity and contextual comprehension for effective internalization and application. While the abstract clearly identifies the *what*—the four core principles and their supportive ecosystems—it would benefit from a more explicit mention of the *how* the study was conducted. Details regarding the research methodology, such as whether it employed qualitative, quantitative, or mixed methods, and specific data collection techniques (e.g., interviews, observations, surveys), would significantly strengthen the paper's rigor and allow readers to better assess the validity and generalizability of its conclusions. Concrete examples of how these principles are enacted in daily school life would also enrich the presentation. The societal implications of this research are substantial. By positioning students as active agents for disseminating moderate values, the study underscores their vital role in strengthening critical thinking, moral integrity, and social ethics, ultimately contributing to a more harmonious, tolerant, and balanced urban society. This work serves as a valuable catalyst for understanding how educational institutions can contribute to positive social change. Future research could further explore the long-term impact of such programs on student behavior and community engagement, or delve into comparative studies with other similar institutions to identify broader patterns and best practices in promoting moderate Islamic values in diverse urban environments.

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