Institutionalizing Religious Moderation: School Culture and the Construction of Tolerance in Multicultural Education
DOI:
https://doi.org/10.31538/tijie.v6i4.3181Keywords:
religious moderation, tolerance, multicultural education, school culture, Islamic educationAbstract
This study aims to analyze the implementation of religious moderation in shaping students’ tolerance attitudes at SMPN 1 Mojoagung. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, teachers, and students from different religious backgrounds. The findings reveal that religious moderation has been integrated into the school culture through inclusive educational policies, equal religious learning services, habituation activities, collaborative social programs, and multicultural interaction among students. The implementation of moderation values is reflected in the provision of equal religious educational facilities, daily spiritual activities according to each religion, and social cooperation without discrimination based on religious identity. Teachers and school leaders play significant roles in strengthening tolerance values through role modeling, inclusive communication, and humanistic educational practices. The study also found several challenges, particularly the influence of intolerant narratives on digital media and differences in parental understanding regarding religious diversity. Nevertheless, the multicultural educational environment developed by the school contributes positively to strengthening students’ attitudes of tolerance, mutual respect, peaceful coexistence, and social harmony. This study contributes theoretically to religious moderation studies and practically to the development of multicultural educational strategies in pluralistic school environments.
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