Three-Stage Religious Moderation Value Internalisation in Islamic Higher Education

Résumé fourni par la source

Although religious moderation has emerged as a strategic priority in Indonesian Islamic higher education, the internalisation of its principles through classroom instruction has received little attention. This study looks at how the Islamic Education Study Program at the Faculty of Tarbiyah, IAIN Langsa, internalises religious moderation norms. The design of this study was a qualitative case study. Twenty-four second-semester Islamic Religious Education Study Program participants participated in the study. Participatory classroom observation, document analysis, and in-depth interviews with two lecturers and five students who were specifically chosen based on their active participation in the learning process were used to gather data. Miles and Huberman's interactive model was used to examine the data. Through curriculum development, classroom instruction, intellectual interaction, and collaborative learning, religious moderation ideals were absorbed. Value transformation, value transaction, and value transinternalisation are Muhaimin's three steps of value internalisation. Through case-based learning, conversations, group projects, Q&A sessions, and lectures, lecturers fostered these principles. While the process was strengthened by supportive academic interactions and the incorporation of moderation values into learning outcomes, the main obstacles remained the lack of instructional time and learning resources. The results also demonstrate that ethnic, cultural, and social diversity, rather than interreligious differences, was the primary means of practicing religious moderation in a very homogeneous Muslim student body. The results of this study might not be immediately applicable to other educational settings because it was carried out in a single Islamic higher education institution. By offering empirical proof of how religious moderation ideals are methodically absorbed through classroom instruction in an Islamic higher education setting, this study expands on Muhaimin's theory for value internalisation.