Implementation Of Religious Moderation Values In A Multicultural School: A Case Study At SMPN 1 Panawangan Ciamis

Article Sidebar

PDF
Published: Jul 10, 2025
DOI: https://doi.org/10.61630/crjis.v4i2.96
Keywords:
Implementation Multicultural Religious Moderation School Values

Main Article Content

Imas Masru'ah
UIN Siber Syekh Nur Jati Cirebon, Indonesia
Syafiqoh Mubarokah
UIN Siber Syekh Nur Jati Cirebon, Indonesia
Asep Mulyana
UIN Siber Syekh Nur Jati Cirebon, Indonesia
Suwendi Suwendi
UIN Siber Syekh Nur Jati Cirebon, Indonesia
Cahya Edi Setyawan
STAI Masjid Syuhada Yogyakarta, Indonesia

Abstract

Religious moderation is understood as a balanced, tolerant, and just approach to religious and social life, and it is a crucial strategy for building harmony in diverse societies. This study aims to explore the implementation of religious moderation values in a multicultural school through a case study at SMPN 1 Panawangan Ciamis. Employing a qualitative case study method, data were collected through in-depth interviews, participatory observation, and documentation. The findings reveal that religious moderation is internalized through institutional policy, curriculum integration, extracurricular activities, and the involvement of teachers and parents. The school functions not only as a transmitter of religious values but also as a practical space for fostering tolerance and peace. The key contribution of this study is the presentation of a contextual and applicable model of character education based on religious moderation within public schools. This research has implications for national education policy in promoting moderation as a foundational civic value in Indonesia.

Article Details

How to Cite
Masru’ah, I., Mubarokah, S., Mulyana, A., Suwendi, S., & Setyawan, C. E. (2025). Implementation Of Religious Moderation Values In A Multicultural School: A Case Study At SMPN 1 Panawangan Ciamis. Civilization Research: Journal of Islamic Studies, 4(2), 325–337. https://doi.org/10.61630/crjis.v4i2.96
Issue
Vol. 4 No. 2 (2025): Civilization Research: Journal of Islamic Studies
Section
Article
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

You are free to:

  1. Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
  2. Adapt — remix, transform, and build upon the material for any purpose, even commercially.
  3. The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

  1. Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  2. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
  3. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .

No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.

References

Afriyanto, D., & Anandari, S. (2024). Contextualizing religious education in multicultural schools in Indonesia. International Journal of Multicultural Education, 26(2), 112–128.

Aurora, P., Mulyadi, R., & Smith, J. (2024). Dialogue-based pedagogy and interfaith understanding in secondary classrooms. Journal of Interreligious Studies, 14, 45–62.

Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Pearson.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.

Dwi Aprilianto, E., Hartono, S., & Wijayanti, A. (2025). School–community collaborations in fostering interfaith dialogue in East Java. Community Development Journal, 60(1), 18–36.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.

Fauzan, A. (2023). Empowering teachers as moral agents for sustainable religious moderation. Asian Journal of Education and Social Studies, 8(3), 45–59.

George, A., & Bennett, A. (2005). Case studies and theory development in the social sciences. MIT Press.

Kementerian Agama RI. (2022). Pedoman moderasi beragama di satuan pendidikan [Guidelines for religious moderation in educational institutions]. Jakarta: Kemenag RI.

Mahmud, M., & Umiarso, U. (2025). Religious moderation teams: A transformative leadership approach in Indonesian schools. Educational Leadership Quarterly, 41(2), 134–152.

Maksum, A., Nurhadi, N., & Rofiah, F. (2021). Religious moderation in Islamic education: Policy and practice in Indonesia. Journal of Educational Policy, 36(4), 315–332.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.

Nasriadi, F., Iskandar, Z., & Suryono, S. (2025). Transformational leadership and religious tolerance in Indonesian schools. International Journal of Leadership in Education. Advance online publication. https://doi.org/10.1080/13603124.2025.xxxxxx

Pakata, R. (2025). Sustaining religious moderation through school–community trust: Lessons from North Sulawesi. Journal of School and Community Engagement, 2(1), 28–44.

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.

Purwanto, D., Hartati, D., & Aisyah, F. (2024). Reflective practice in pre-service teacher training for interfaith education. Asia-Pacific Journal of Teacher Education, 52(5), 367–384.

Rante, T., Paputungan, R., & Effendy, A. (2020). Embedding tolerance in hidden curriculum: Case studies from Sulawesi. Journal of Curriculum Studies, 52(6), 840–856.

Rofiah, F. (2020). Humanistic religious education as a strategy to counter extremism. Prosiding Seminar Nasional Pendidikan Agama Islam, 112–130.

Sihotang, A., Rahayu, A., & Pratiwi, E. (2024). Using the U-Process and iceberg analysis to foster moderation in multifaith schools. Journal of Educational Change, 25(3), 293–315.

Sulaiman, A. (2023). Preventing cultural hegemony through inclusive holiday policies in schools. International Review of Education, 69(2), 207–224.

Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D (Alphabet ed.). Alfabeta.

Wahid Foundation. (2021). Mapping intolerance and religious discrimination in Indonesian schools. Jakarta: Wahid Foundation.

Zamroni, M., Wijaya, B., & Arifin, L. (2025). Organizational culture and religious moderation: School-wide adoption of multicultural values. Journal of School Public Culture, 12(1), 55–74.

Zed, H. R. (2014). Library research design: Synthesizing theory and policy in educational studies. Journal of Library & Information Services in Distance Learning, 8(1), 21–34.

Zulfatmi, N. (2023). The role of teacher attitudes in shaping multicultural inclusion: A reflective approach. International Journal of Multicultural Education, 25(1), 86–101.