Implementing Religious Moderation in Madrasah Education: Strategies for Forming the Character of Learners

Abstract

Introduction to the Problem: The existence of the madrasah within a multicultural society holds a crucial role as a laboratory of harmony and a seedbed for the values of diversity. Amid strengthening identity polarization and the challenge of global radicalism, madrasah institutions are required to revitalize their role not merely as a means of transmitting religious doctrine but as a crucible for forming wasathiyyah character. Purpose: This article aims to analyse strategies for implementing religious moderation in madrasah education and their impact on forming a tolerant character in learners, taking as its contextual study the plural sociological landscape of Kupang, East Nusa Tenggara. Design/methods/approach: Using a descriptive-analytical qualitative method based on critical library research and an analysis of Ministry of Religious Affairs policy documents, the study explores the four principal pillars of religious moderation: national commitment, tolerance, non-violence, and accommodation of local culture. Findings: The findings show that the implementation of religious moderation in the madrasah is realized through three integrative strategies: (1) curricular integration based on the interconnection of knowledge in both Islamic Religious Education and general subjects; (2) the cultivation of an inclusive madrasah ecosystem through extracurricular activity and interfaith encounter; and (3) the exemplary conduct of educators in democratizing the classroom. Originality/value: The recommendations of this study affirm the importance of strengthening the capacity of madrasah teachers in a pedagogy of moderation and of widening networks of collaboration across religious communities in order to nurture social harmony and the integrity of the Unitary State of the Republic of Indonesia.