Religious Moderation in Islamic Religious Education as a Response to Intolerance Attitudes in Indonesian Educational Institutions

Autor/inn/en	Muhaemin; Rusdiansyah; Pabbajah, Mustaqim; Hasbi
Titel	Religious Moderation in Islamic Religious Education as a Response to Intolerance Attitudes in Indonesian Educational Institutions
Quelle	In: Journal of Social Studies Education Research, 14 (2023) 2, S.253-274 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Social Bias; Religion; Social Attitudes; Values Education; Religious Education; Public Schools; Textbooks; Textbook Content; Islam; Time; Moral Values; Course Content; Extracurricular Activities; Teacher Role; Role Models; Stakeholders; High Schools; High School Teachers; Grade 10; Grade 11; Grade 12; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Social attidude; Soziale Einstellung; Werterziehung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Public school; Öffentliche Schule; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Zeit; Moral value; Ethischer Wert; Kursprogramm; Außerunterrichtliche Aktivität; Lehrerrolle; Identifikationsfigur; High school; Oberschule; High schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Indonesien
Abstract	Intolerance attitudes are still common in school environments, and governments must dedicate efforts to building religious moderation attitudes in society. It is explained in this study that intolerance cases have not been effectively reduced by religious moderation in religious and moral education learning in public schools. A descriptive qualitative approach was applied with data sources through observations, interviews, and textbook documents. The study objectively described religious moderation content in textbooks, the time allocation of Islamic religious education (PAI) learning in schools, and the supporting activities of religious moderation in schools. The content of the textbooks on Islamic religious and moral education has not yet contained comprehensive religious moderation indicators. It can be seen from the religious indicators' classification, such as national commitment, tolerance, antiviolence, and accommodation of local culture, that less time is available for religious and moral education. Therefore, the content of religious moderation needs to be integrated into all subjects. Likewise, extracurricular activities must be activated and filled by strengthening religious moderation, including Islamic spiritual activities. The importance of the understanding of teachers on religious moderation was proven by this finding because teachers are role models for students in religious attitudes. Additionally, evaluation is needed for educational stakeholders, such as educators, curriculum, and time allocation, to reduce intolerance cases. School stakeholders can be role models for implementing religious moderation in and out of schools. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01