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Madhhab fanaticism in Islamic education, which appears in fiqh teaching practices that tend to absolutize a single madhhab, restrict dialogical space, and insufficiently appreciate the diversity of scholarly opinions. Such conditions may foster exclusive and intolerant religious attitudes among students. To respond to this problem, the study employs a qualitative approach with a library research design by critically examining books, journal articles, and documents related to fiqh madhhabs, Islamic education, religious moderation, and multicultural education. The data are analyzed using content analysis and descriptive–analytical techniques to map the forms of madhhab fanaticism in the learning process, the stages of transformation in madhhab understanding, and the pedagogical strategies that support the emergence of tolerant attitudes. The findings indicate that the transformation toward a more tolerant understanding of madhhabs is supported by curricula that accommodate comparative fiqh (multi-madhhab), inclusive learning materials, dialogical teaching methods, and teachers’ role modeling of moderate attitudes. Inhibiting factors include deeply rooted madhhab fanaticism, the dominance of conservative curricula, ideological bias in textbooks, and a weak culture of critical thinking. It is concluded that strengthening fiqh instructional design that consciously integrates religious moderation and multicultural education is essential for shifting madhhab understanding from patterns of fanaticism to patterns of tolerance within Islamic educational institutions.

The development of digital information technology has fundamentally transformed the ways university students access and interpret religious information. Social media platforms such as TikTok, Instagram, and YouTube have become primary spaces where students encounter diverse forms of religious content, ranging from educational dakwah to provocative narratives that may trigger tension and conflict. This phenomenon creates both opportunities and challenges for shaping religious moderation, particularly among first-semester students who are in the formative stage of constructing their intellectual and religious identities. This study aims to explore in depth the dynamics of religious moderation among first-semester students at IAINU Tuban within the context of digital polarization. A descriptive qualitative method was employed, utilizing semi-structured interviews, observations, and documentation as data collection techniques. Data were analyzed through thematic processes of reduction, presentation, and conclusion drawing. The findings reveal that students exhibit high social media engagement and are frequently exposed to short dakwah content circulated through algorithmic mechanisms. However, they also confront digital polarization characterized by emotional disputes, informational bias, and negative perceptions of other religious groups. While students demonstrate an initial understanding of religious moderation—such as wisdom, tolerance, and resistance to provocation—they have not fully developed adequate religious digital literacy to critically evaluate extreme content. This research concludes that social media simultaneously serves as a medium for dakwah and a site of polarization, highlighting the need for systematic reinforcement of digital literacy and religious moderation within Islamic higher education. 

This study examines the role of Islamic Education (PAI) teachers in fostering religious moderation and tolerance among students in response to growing challenges related to diversity in educational settings. The objective of this research is to describe the pedagogical strategies and instructional methods employed by PAI teachers, as well as to identify the supporting and inhibiting factors that shape the effectiveness of promoting moderate and tolerant attitudes. Utilizing a qualitative literature review approach, this study conducts a critical analysis of relevant academic sources. The findings indicate that PAI teachers play a pivotal role in cultivating moderate and tolerant behavior through learning approaches that emphasize dialogical engagement, value internalization, and strengthened understanding of diversity. Supporting factors include an inclusive school culture and teachers’ professional awareness of the importance of religious moderation. Conversely, inhibiting factors encompass limited pedagogical resources and the influence of external extremist ideologies. Overall, the study underscores the strategic position of PAI teachers in developing a harmonious and diversity-oriented educational environment.

Artificial Intelligence (AI) is a technology that has had a significant impact on various aspects of life, including science. Recent developments in AI have shifted the traditional boundaries of knowledge production and distribution, including in the religious realm. This research aims to fill the epistemological gap in contemporary Islamic legal thought by offering an integrative framework between traditional ijtihad and supervised digital ijtihad practices. This research uses a normative-qualitative (juridical-normative) approach. The researchers found that AI has the potential to be an effective tool for strengthening religious moderation, particularly through digital education, the dissemination of messages of tolerance, and the dissemination of counter-narratives against radicalism. For example, da'wah chatbots and digital interpretation applications can expand moderate religious literacy. However, the research also highlights various challenges, including epistemological issues stemming from AI's lack of a scientific chain of command, the risk of shifting authority from scholars to technology, and the lack of legal regulations governing responsibility for AI-generated religious content. Therefore, specific regulations and collaboration between scholars, the government, and technology developers are needed to ensure that AI continues to support the maqāṣid al-Shari'ah (the principles of Islamic law) and religious moderation.

This study aims to describe the experiences of Islamic Religious Education (PAI) teachers in facing multicultural challenges at MA Al Wardah Tembung. Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation. The results show that PAI teachers successfully manage student diversity through empathetic, inclusive, and contextual approaches. They instill the values of tolerance, brotherhood, and religious moderation, creating a harmonious learning atmosphere. Diversity in the school becomes a potential strength that enriches the learning process and shapes students’ open-minded and respectful character.

Radicalism, extremism, and terrorism are serious challenges to the social, political, and security stability of the Republic of Indonesia. The role of various parties is needed to counteract the ideology that is destroying the nation. This article aims to elaborate on the contribution of Islamic boarding schools in countering radicalism, extremism, and terrorism. The article is a literature review from several library sources for inductive analysis. The results of the study show that Islamic boarding schools have an important role in countering radicalism through religious moderation education, strengthening social cohesion, roles in the national education system, and preventing the spread of radical ideology. Islamic boarding schools have a very strategic role in countering extremism through education, instilling the values ​​of moderation, social involvement, and developing digital literacy. Islamic boarding schools have an important role in countering terrorism through moderate religious education and instilling national values, understanding peaceful and inclusive Islam, and teaching the importance of tolerance and harmony between religious communities. With ongoing efforts and cooperation from various parties, Islamic boarding schools can continue to play an active role in maintaining the integrity of the nation. These roles confirm the role of Islamic boarding schools as the vanguard in maintaining the integrity of the nation and preventing the spread of radicalism, extremism and terrorism in Indonesia.

This research focuses on the role of Islamic Religious Education (PAI) teachers in actualizing the values of Ahlussunnah Wal Jamaah (Aswaja) Annahdliyah as one of the Islamic guidelines that develop and are firmly rooted in Indonesia. Aswaja values have distinctive characteristics that emphasize moderation, tolerance, and maintaining religious traditions that have been acculturated with local culture without abandoning the principles of Islamic law. In the context of education, Aswaja is an important foundation in shaping the character of students who are religious, nationalist, and able to appreciate diversity in a multicultural society. The purpose of this study is to find out: (1) how to implement the role of PAI teachers in integrating Aswaja values in the learning process at MA NU Assalafie Babakan Ciwaringin Cirebon, (2) problems that arise in the actualization process, such as limited student understanding, differences in family backgrounds, to the challenges of globalization currents that can affect religious understanding, and (3) efforts made by teachers to overcome them, for example, through a personal approach, strengthening Aswaja-based teaching materials, and collaboration with schools and parents. This study uses a qualitative method with a field study approach. Data was obtained through observation, in-depth interviews with madrasah heads, deputy heads of student affairs, and five PAI teachers, and documentation of learning activities. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawn, then tested for validity with the source triangulation technique. The results of the study show that the role of PAI teachers is very crucial in maintaining the value of Aswaja so that it remains relevant and internalized in students.

The role of Islamic Religious Education (PAI) teachers in shaping students' religious moderation is highly needed. The very diverse religious diversity in public schools is a challenge for PAI teachers compared to religious-based schools. The purpose of this study is to identify PAI learning based on Problem Based Learning (PBL) to improve students' moderate attitudes and national insight which includes; planning, implementation, evaluation, supporting and inhibiting factors as well as the impact of problem-based PAI learning to shape students' moderate attitudes and national insight. This study uses a qualitative approach using the case study method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis technique uses the Miles and Huberman analysis technique using the ATLAS.ti analysis tool. The results of the study found that: First, PBL learning planning is carried out by; setting learning objectives, compiling learning steps and learning evaluation. Second, implementation is carried out by; orientation stage, guiding stage, developing stage and conclusion stage. Third, evaluation is carried out by; holistic, diagnostic, formative and summative evaluation stages. Fourth, supporting factors include; student involvement, high teacher creativity, student collaborative learning, program collaboration, contextualization of issues in learning, support for infrastructure and school culture. Inhibiting factors include; difficulty in determining relevant problems, time availability, lack of teacher understanding, student diversity, difficulty generating ideas, social and cultural barriers, and resistance to change. Fifth, a moderate attitude is demonstrated by; tolerance, openness, respect for diversity, good ethics in interactions, wasathiyah, social harmony, critical and objective.

The research departs from educational problems in Islamic boarding schools with distinctive educational characteristics and the diversity of cultural backgrounds of students. So researchers are interested in conducting a more in-depth analysis of a harmonious environment despite having students with diverse cultural backgrounds. The purpose of the study is to identify; 1) the characteristics of multicultural Islamic education planning, 2) the characteristics of organizing multicultural Islamic education, 3) Identification of the characteristics of implementing multicultural Islamic education, 4) Identification of the characteristics of supervision of multicultural Islamic education, 5) Analysis of the impact of the characteristics of multicultural Islamic education management in producing moderate students. The research framework departs from theory of multicultural education management in Islamic boarding schools which includes; planning, organizing, implementing, and supervising educational programs in Islamic boarding schools. Managing the elements of education in Islamic boarding schools in; objectives, values, curriculum, teaching methods and facilities and funds, carried out by the Kiyai Ustadz Santri Manager will have an impact on the attitude of religious moderation in students with indications of national commitment, tolerance, anti-violence, accommodating to local culture. This study used a qualitative approach, using ethnography. Data collection techniques are carried out through interviews, observations, and documentation analysis. Data analysis technique uses the Miles and Huberman analysis technique. The validity test is carried out with data validity by conducting tests; on credibility, transferability, dependability, and confirmability. Results of the study found that the characteristics of multicultural education management in Islamic boarding schools: First, Planning in the form of a curriculum containing multicultural values, involving various elements of the Islamic boarding school through deliberation and open meetings of curriculum preparation studies, integrating the madrasah curriculum with Islamic boarding school. Second, organizing; there is empowerment in fostering Islamic boarding schools, Conventional traditional systems, and Guidance patterns depending on the figure of kiai, the existence of organizational work procedures. Third, Implementation of education is carried out; structured through learning classification, planned, organized, and evaluated with the basic pattern of Islamic boarding school education, internalized in attitudes, methods, and exemplary behavior of the kiai. Fourth, Supervision of learning through assessment of learning of multicultural values, Tests are contextual and comprehensive. Fifth, impact of the characteristics of multicultural Islamic education management in producing students who are able to act in the middle by prioritizing Islamic brotherhood and basyariyah, are tolerant for the sake of realizing Islam rahmatan lil aalamiin.

Religious  moderation emphasizes balance in understanding religious teachings, so that it can be a bridge in building harmony between Islamic preaching and civic education. This study aims to analyze how religious moderation can be a meeting point between Islamic preaching that is oriented towards strengthening Islamic values and civic education that focuses on the formation of national character. The research method used is a literature study with a descriptive qualitative approach. The results of the study indicate that religious moderation can integrate Islamic and national values through the principles of tawasuth (moderate), tawazun (balanced), i'tidal (fair), and tasamuh (tolerance). Moderation in Islamic preaching helps create an inclusive understanding of religion and respects diversity, while in civic education, religious moderation strengthens nationalist attitudes without eliminating religious identity. Thus, religious moderation plays an important role in building a harmonious, tolerant, and nationally characterized socicty.

This study aims to explain the concept of religious moderation, examine its implementation within the context of Islamic Religious Education, and identify examples of religious moderation practices in Indonesia. The research employs a phenomenological method and is categorized as a literature study, utilizing secondary data from various documents. Data collection was conducted online, and data analysis followed an interactive model. The findings reveal that religious moderation is a perspective on religiosity that emphasizes tolerance. The main principle of moderation is the pursuit of balance, marked by a tolerant attitude. In Islamic education, religious moderation is interpreted as a moderate Islamic educational concept that focuses more on the quality of instruction. The Islamic teachings delivered emphasize beneficial and peaceful values. Therefore, promoting a moderate understanding of Islam in various educational institutions is essential. Religious moderation practices in Islamic education have been implemented across various institutions in Indonesia, both formal and non-formal, through training programs. Several elements applied include an inclusive curriculum, interfaith dialogue, respect for diversity, and efforts to prevent radicalism.    

This study aims to analyze the representation of religious moderation values in the Islamic Religious Education (PAI) textbook for grade VII at the junior high school level published by the Ministry of Education and Culture in the Merdeka Curriculum. The research method used in this research is a qualitative approach with descriptive research type. Data collection techniques are carried out through literature review and document analysis. This research will also use triangulation techniques to ensure data accuracy.  The results show that this textbook successfully conveys the values of religious moderation in a way that is appropriate to the Indonesian context which is rich in diversity. The value of national commitment is emphasized through teaching about the importance of maintaining national unity, while the value of tolerance and interfaith cooperation is reflected in materials that respect differences in beliefs and invite students to coexist peacefully. In addition, the value of anti-violence in religion is also integrated by promoting the principles of peace and compassion, as well as attitudes that avoid extremism. The book also introduces respect for local cultures that are in line with religious principles, to create a society that is inclusive, peaceful, and able to maintain social harmony. Thus, PAI textbooks in the Merdeka Curriculum not only function as a tool for religious learning, but also as a means of building student character that emphasizes the values of religious moderation in everyday life.

In the era of the Fourth Industrial Revolution, the development of Information and Communication Technology (ICT) has transformed the way we understand and practice religion, including the spread of extremist religious ideologies. Religious moderation education has become an essential tool for strengthening national awareness by instilling values of tolerance, inclusivity, and love for the homeland. This education promotes a balanced and tolerant understanding of religion. However, a significant challenge arises from the overwhelming flow of information on the internet, which is not matched by adequate digital literacy. Therefore, religious moderation education serves as a filter to counter radicalization. This study uses a review research method with a qualitative approach to analyze the implementation of religious moderation education through formal, nonformal, and informal channels. The findings indicate that formal education is effective in instilling moderate character through a systematic structure. Nonformal institutions, such as Islamic boarding schools and study groups, also play a crucial role in spreading moderate Islamic values. Meanwhile, informal education within families provides a vital foundation for instilling these values from an early age. This study recommends strengthening the religious moderation curriculum, optimizing the role of nonformal institutions, and empowering families to enhance national awareness and address the potential for radicalization.  

Indonesia is a country with a lot of diversity, both in terms of culture, natural resources and religion. In Indonesia, there are 6 official religions, namely Islam, Catholic Christianity, Protestant Christianity, Hinduism, Buddhism and Confucianism. Therefore, inter-religious conflicts are prone to occur in Indonesia. Religious moderation is the key to maintaining social harmony and preventing radicalization and intolerance. This study discusses how Islamic education, through the curriculum, teaching methods and values ​​taught, can contribute to instilling an inclusive, tolerant attitude and respect for differences. Through literature review and concept analysis, this article emphasizes that Islamic education, both formal and non-formal, can be the main pillar in strengthening religious moderation in Indonesia.  

This study aims to analyze the role of Islamic education management in fostering religious moderation in schools. Amid the challenges of globalization and technological advancement, Islamic education faces the need to reflect values of moderation, tolerance, and inclusivity. The research method employed is a literature study with a qualitative narrative approach, evaluating previous studies related to this topic. The findings indicate that effective Islamic education management can be a strategic instrument in instilling moderation values through curriculum, policies, and learning practices. However, the implementation of religious moderation still faces obstacles, such as the lack of systematic managerial strategies and institutional challenges. This study recommends the development of a more specific and structured Islamic education management model to support religious moderation in schools. Thus, it is expected to create an inclusive and harmonious educational environment capable of shaping students' moderate and tolerant character.

This article explores the concept of religious moderation in the Islamic perspective and how Islamic education can play a role in maintaining harmony amid diversity. Using the literature study method and qualitative analysis, this research shows that moderate Islamic values, such as tolerance, deliberation, and ukhuwah Islamiyah, must be instilled early on through Islamic education. Religious moderation education is proven to be able to prevent radicalism and build an inclusive attitude in social life.

ThisThis research employs a quantitative method by analyzing data from 15 journals related to Islam Nusantara and religious education. The study aims to examine the role of Islamic boarding schools (pondok pesantren) as educational institutions based on Islam Nusantara in shaping the character of the younger generation. Pondok pesantren serves not only as a religious education institution but also as a center for preserving local cultural values that align with Islamic teachings. Through the Islam Nusantara approach, pesantren instill values of moderation, tolerance, and diversity in students, fostering noble character and adaptability in facing global challenges. Data were processed using descriptive statistics and correlation analysis to identify the relationship between pesantren education based on Islam Nusantara and the strengthening of students’ character. The findings reveal that pesantren education significantly contributes to the formation of a high-quality young generation. These findings affirm the relevance of Islam Nusantara in building a religious and culturally rooted generation.

The aim of this research is to see how moderate Muslim culture is depicted in Indonesian religious films by looking at da'wah. Religious films are one of the most effective media for conveying Islamic values ​​to the general public and examining relevant social and ideological dynamics. This research uses narrative analysis as part of a qualitative approach to find features, preaching messages and story elements. The main focus is how religious films help people better understand Islam by encouraging tolerance, inclusion and relevance to modern society. This study found that Indonesian religious films often depict social and spiritual conflicts that prevent Muslims from maintaining moderate values. People who encourage conversation, defend moral principles, and reconcile religious education with contemporary life are representative of moderate Muslims. It is hoped that this research will be a guide for filmmakers who want to make films that depict Islam in a moderate way.

This research explores the role of Islam Nusantara in building religious harmony in Indonesia through a literature review approach. Islam Nusantara is known as a form of applying Islamic teachings that adapts to local culture, upholds moderation, and prioritizes the values of tolerance and social harmony. Through a literature review, this research identifies the core values of Islam Nusantara, its implementation strategies, and the challenges faced in a religiously and culturally diverse society. The results reveal that Islam Nusantara contributes significantly to maintaining social harmony through cultural approaches, promotion of interfaith dialogue, and moderation-focused education. However, challenges such as the rise of radicalism and the lack of religious literacy in society are obstacles that need to be overcome. Therefore, it is important to strengthen the understanding of Islam Nusantara through education and media approaches to support the sustainability of harmony amid diversity.