Nor Rochmatul Wahidah, Kasidi

Integrasi Nilai-Nilai Moderasi Beragama Dalam Kurikulum Pendidikan Islam di MA Alkhairaat Kota Gorontalo: Kajian Filosofis Dan Pedagogis

Introduction

Integrasi nilai-nilai moderasi beragama dalam kurikulum pendidikan islam di ma alkhairaat kota gorontalo: kajian filosofis dan pedagogis. Kaji integrasi nilai moderasi beragama dalam kurikulum Pendidikan Islam di MA Alkhairaat Gorontalo. Analisis filosofis & pedagogis untuk membentuk generasi toleran, inklusif, dan seimbang.

Abstract

Islamic education based on religious moderation is one of the important strategies in building the character of the young generation who are tolerant, inclusive, and balanced in carrying out religious teachings. This article aims to analyze the integration of religious moderation values in the Islamic education curriculum under Madrasah Aliyah Alkhairaat Gorontalo City, using qualitative research methods. Philosophical and pedagogical approaches are used to examine the concept of religious moderation (wasathiyah) and its implementation in the learning process. This study collected data through in-depth interviews, document analysis, and literature studies. The results of the study show that the values of religious moderation, such as tolerance, justice, balance, and interfaith dialogue, have been integrated into the Islamic education curriculum through a values-based curriculum approach, inclusive learning methods, and strengthening teacher capacity. This integration has a positive impact on preventing radicalism and strengthening a balanced religious identity. Thus, Islamic education based on religious moderation can be an effective fortress in forming a harmonious society and preventing the emergence of extremism among students.

Review

This paper, titled "Integrasi Nilai-Nilai Moderasi Beragama Dalam Kurikulum Pendidikan Islam di MA Alkhairaat Kota Gorontalo: Kajian Filosofis Dan Pedagogis," addresses a critically important subject: the integration of religious moderation values into Islamic education curricula. The abstract effectively highlights the contemporary relevance of this theme, particularly in cultivating a young generation characterized by tolerance, inclusivity, and a balanced approach to religious teachings. By focusing on MA Alkhairaat Gorontalo City and employing both philosophical and pedagogical lenses, the study promises a nuanced examination of how *wasathiyah* (moderation) is conceptualized and practically applied within a specific educational context. The research employs a robust qualitative methodology, drawing data from in-depth interviews, document analysis, and comprehensive literature studies. This triangulation of data sources strengthens the credibility of its findings. The study reveals that core values of religious moderation, such as tolerance, justice, balance, and interfaith dialogue, are effectively integrated into the Islamic education curriculum. This integration is achieved through a multi-pronged approach encompassing a values-based curriculum, inclusive learning methods, and targeted strengthening of teacher capacity. These findings are significant, demonstrating a tangible process through which educational institutions can actively instill moderation. The paper's conclusions underscore the profound positive impact of this integration, specifically in preventing radicalism and fostering a balanced religious identity among students. This makes a compelling case for Islamic education rooted in religious moderation as an effective mechanism for building a harmonious society and mitigating extremism. The contribution of this study is significant for policymakers, educators, and curriculum developers seeking practical strategies to implement religious moderation within educational settings. Future research could potentially explore the long-term impact of these integrated values on student behavior post-graduation or compare implementation strategies across different madrasahs.

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