Madhhab Moderation in Islamic Education and Its Social Impact on Students’ Tolerance
Abstract
Purpose of the study: The purpose of this study is to examine teachers’ understanding of madhhab moderation and its implementation in shaping students’ tolerant attitudes at Dafa Integrated Islamic Primary School in Binjai City.
Methodology: This study adopts a qualitative descriptive method supported by observation, interviews, and documentation. Data validity is ensured through source triangulation and technique triangulation. The research participants consist of the school principal, the vice principal for curriculum affairs, and Islamic Religious Education teachers.
Main Findings: The findings show that teachers possess a strong conceptual understanding of madhhab moderation, particularly in distinguishing between fundamental principles and subsidiary matters in Islamic jurisprudence. This understanding is applied through the use of a multi-madhhab curriculum, interactive and reflective learning strategies such as discussion, role play, and guided reflection, and a school culture that encourages respect for differences. These practices collectively contribute to the development of students’ tolerant attitudes, reflected in inclusive communication, appreciation of diverse worship practices, and the formation of harmonious social interactions among peers. Beyond classroom outcomes, these attitudes strengthen social cohesion within the school community and encourage more peaceful interactions among students’ families. The educational implications extend to the broader community, where the cultivation of tolerant behavior among students contributes to fostering an inclusive social environment and supports long-term community integration.
Novelty/Originality of this study: The novelty of this study lies in demonstrating that conceptual clarity among Islamic Religious Education teachers, when combined with consistent pedagogical practice and supportive school culture, plays a significant role in strengthening character education and promoting social integration. The study contributes new insights into how theological understanding and educational praxis can work together to develop a moderate, empathetic, and socially responsible young generation.
References
N. Ginting, R. Pradesyah, A. Amini, and H. S. Panggabean, “Memperkuat Nalar Teologi Islam Moderat Dalam Menyikapi Pandemi Covid-19 Di Pimpinan Ranting Pemuda Muhammadiyah Bandar Pulau Pekan,” Martabe J. Pengabdi. Kpd. Masy., vol. 4, no. 1, p. 30, 2021, doi: 10.31604/jpm.v4i1.30-40.
B. Siregar, “Moderasi Beragama dalam Bingkai Tolerasi dan Budaya,” in In Proceeding Annual Conference On Islamic Religious Education, 2022.
M. H. Rahman and R. Kencana, “Implementasi Model Pembelajaran Kooperatif dalam Meningkatkan Perkembangan Sosial Anak Usia Dini,” Musamus J. Prim. Educ., vol. 2, no. 2, pp. 67–75, 2020, doi: 10.35724/musjpe.v2i2.2177.
A. Mutiara et al., “Objek Evaluasi Pembelajaran Pendidikan Agama Islam,” Indones. Res. J. Educ. J. Ilmu Pendidik., vol. 5, no. 1, pp. 50–55, 2024.
D. Raniati and T. Tumiran, “Integration Of Moral Education On Implementation of The 2013 Curricuum In Madrasah Aliyah Swasta Miftahussalam Medan,” Educ. J. Pendidik. Islam, vol. 7, no. 1, p. 52, 2023, doi: 10.21111/educan.v7i1.9088.
M. H. Rahman, “Metode Mendidik Akhlak Anak Dalam Perspektif Imam Al-Ghazali,” Equal. J. Stud. Gend. dan Anak, vol. 1, no. 2, p. 30, Dec. 2019, doi: 10.24235/equalita.v1i2.5459.
S. Salminawati and D. S. Napitupulu, “Penguatan Moderasi Beragama di Lembaga Pendidikan Islam,” in In Proceeding Annual Conference on Islamic Religious Education, 2022.
S. Salminawati and D. S. Napitupulu, “The Concept of Religious Moderation from Islamic Educational Philosophy Perspectives,” in Book Chapter of Proceedings Journey-Liaison Academia and Society, 2023, pp. 11–16.
Supianto, “Desain Pembelajaran PAI Berbasis Moderasi Beragama,” Pedagog. J. Pendidik. dan Ris., vol. 2, no. 3, pp. 467–475, 2024.
N. Nurfaizah and M. H. Rahman, “Inovasi Pengembangan Nilai-Nilai Agama Pada Anak Usia Dini,” Qurroti J. Pendidik. Islam Anak Usia Dini, vol. 2, no. 2, pp. 221–236, 2020, doi: 10.36768/qurroti.v2i2.127.
D. Abrianto, “The Role of Children’s Character in the Perspective of Educational Philosophy,” Proceeding Int. Semin. Conf. Islam. Stud. , vol. 2, no. 1, pp. 783–795, 2023.
Y. Pulungan, “Peningkatan Kesadaran Beragama melalui Peran Guru dalam Pendidikan Agama Islam di Sekolah,” GUAU J. Pendidik. Profesi Guru Agama Islam, vol. 3, no. 4, pp. 109–121, 2023.
P. Prihartini and H. S. Panggabean, “The Role Of Islamic Education Teachers In Instilling Religious Moderation Values At Sma Teladan Helvetia Medan,” JIM J. Ilm. Mhs. Pendidik. Sej., vol. 9, no. 4, pp. 1063–1071, Nov. 2024, doi: 10.24815/jimps.v9i4.33585.
A. Z. Abidin, “Nilai-Nilai Moderasi Beragama Dalam Permendikbud No. 37 Tahun 2018,” JIRA J. Inov. dan Ris. Akad., vol. 2, no. 5, pp. 729–736, 2021, doi: 10.47387/jira.v2i5.135.
R. Risladiba, M. Mustafa, and ..., “Konsep Moderasi Beragama Berasas Bhinneka Tunggal Ika Pada Guru Madrasah Diniyah Kota Cirebon Abad 21,” HUMANISTIKA J. …, vol. 10, no. 1, 2024, [Online]. Available: https://ejournal.unzah.ac.id/index.php/humanistika/article/view/1493%0Ahttps://ejournal.unzah.ac.id/index.php/humanistika/article/download/1493/800
R. Y. Khalistiasari and T. Tumiran, “Implementation of Pedagogic Competency of Islamic Religious Education Teachers to Improve the Quality of Students’ Learning at Sman 7 Binjai,” JIM J. Ilm. Mhs. Pendidik. Sej., vol. 10, no. 2, pp. 482–490, May 2025, doi: 10.24815/jimps.v10i2.34422.
H. Herlina and M. Y. Harahap, “Strategi Penguatan Nilai Agama dan Moral Peserta Didik di SMP Muhammadiyah 47 Sunggal,” TANJAK J. Educ. Teach., vol. 5, no. 1, pp. 46–63, Feb. 2024, doi: 10.35961/tanjak.v5i1.1418.
S. Amin, “Penguatan Peran Guru PAI dalam Pembelajaran Multikultural,” J. komprehenshif, vol. 3, no. 1, pp. 241–248, 2025.
H. S. Panggabean et al., “Upaya Guru PAI Menciptakan Suasana Pembelajaran yang Efektif,” Educ. Learn., vol. 1, no. 2, pp. 6–11, Aug. 2021, doi: 10.57251/el.v1i2.52.
A. R. Samsul, “Peran guru agama dalam menanamkan moderasi beragama,” Al-Irfan J. Arab. Lit. Islam. Stud., vol. 3, no. 1, pp. 37–51, 2020.
S. K. Lubis and Salminawati, “Implementasi Pendidikan Kewarganegaraan dalam Meningkatkan Sikap Moderasi Beragama Siswa di SD IT Al Munadi Medan Marelan,” Didakt. J. Kependidikan, vol. 12, no. 3, pp. 373–390, 2023.
S. Sulistyowati, N. Hikmah, F. Fitriah, and M. Sholeh, “Internalisasi Nilai Moderasi Beragama di SD Negeri 1 Sidorejo Kabupaten Kotawaringin Barat,” Al-Madrasah J. Pendidik. Madrasah Ibtidaiyah, vol. 8, no. 1, p. 134, 2024, doi: 10.35931/am.v8i1.2896.
Sutrisno Edy, “Aktualisasi Moderasi Beragama di Lembaga Pendidikan,” J. Bimas Islam, vol. 12, no. 1, 2019.
A. Nurdin and M. S. Naqqiyah, “Model Moderasi Beragama Berbasis Pesantren Salaf,” Islam. J. Stud. Keislam., vol. 14, no. 1, pp. 82–102, Sep. 2019, doi: 10.15642/islamica.2019.14.1.82-102.
K. D. Feigenbaum, “A Critique of Abraham Maslow and Carl Rogers as Educators,” J. Humanist. Psychol., vol. 64, no. 1, pp. 44–63, Jan. 2024, doi: 10.1177/00221678231154819.
F. D. Insani, “Teori Belajar Humanistik Abraham Maslow dan Carl Rogers Serta Implikasinya Dalam Pembelajaran Pendidikan Agama Islam,” As-Salam J. Stud. Huk. Islam Pendidik., vol. 8, no. 2, pp. 209–230, Dec. 2019, doi: 10.51226/assalam.v8i2.140.
R. Bahri, R. Rofiqi, Kusaeri, and E. F. Rusydiyah, “Religious moderation education: a comparative study of Islamic approaches in Indonesia and Malaysia with implications for faith-based education,” Int. Stud. Cathol. Educ., pp. 1–23, 2025.
M. Huda, “Strengthening Religious Moderation Through the Core Values of Islamic Boarding School Education,” Al-Hayat J. Islam. Educ., vol. 8, no. 1, pp. 59–71, 2024.
S. Kumari, “Humanism in Education: Fostering Student-Centered Learning Through Maslow’s and Rogers’ Theories,” Int. J. Res. Publ. Rev., vol. 5, no. 7, pp. 2447–2452, 2024.
D. Mamlok, “The Quest to Cultivate Tolerance Through Education,” Stud. Philos. Educ., vol. 42, pp. 231–246, 2023.
V. I. Ahmad, N. Ali, and I. A. Zuhriyah, “Islamic Values in Environmental School Culture: Character Formation and Challenges,” Edukasia J. Pendidik. dan Pembelajaran, vol. 6, no. 1, pp. 267–280, 2025.
D. G. O’Brien, R. A. Stewart, and E. B. Moje, “Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture,” Int. Lit. Assoc., vol. 30, no. 3, pp. 442–463, 1995.
A. M. Huberman and M. B. Miles, The qualitative researcher’s companion. Sage Publications, 2002.
V. Braun and V. Clarke, “Qualitative Research in Psychology Reporting guidelines for qualitative research : a values-based approach,” Qual. Res. Psychol., vol. 22, no. 2, pp. 399–438, 2025, doi: 10.1080/14780887.2024.2382244.
K. Jia, R. Kang, Y. Wang, L. Ma, and X. Liu, “Constructing an empathy education system: Values, principles, and approaches,” J. Moral Educ., pp. 1–29, 2024.
M. Bar-Yam, L. Kohlberg, and A. Naame, “Moral Reasoning of Students in Different Cultural, Social, and Educational Settings,” Am. J. Educ., vol. 88, no. 3, pp. 345–362, 1980.
G. Malik, L. McKenna, and D. Griffiths, “Using pedagogical approaches to influence evidence-based practice integration – processes and recommendations: findings from a grounded theory study,” JAN J. Adv. Nurs., vol. 73, no. 4, pp. 883–893, 2016, doi:10.1111/jan.13175.
P. Teo, “Teaching for the 21st century: A case for dialogic pedagogy,” Learn. Cult. Soc. Interact., vol. 21, pp. 170–178, 2019.
J. Gregory and R. Jones, “Maintaining competence’: a grounded theory typology of approaches to teaching in higher education,” High. Educ., vol. 57, no. 1, pp. 769–785, 2008, doi: 10.1007/s10734-008-9175-8.
C. Wang, B. Li, L. Zhang, Y. Liu, and P. Xu, “Prosocial Behavior and Teachers’ Attitudes Towards Bullying on Peer Victimization Among Middle School Students: Examining the Cross-Level Moderating Effect of Classroom Climate,” School Psych. Rev., vol. 53, no. 5, pp. 579–592, 2024, doi: https: 10.1080/2372966X.2021.2009313.
G. G. Bear, C. Yang, L. S. Mantz, and A. B. Harris, “School-wide practices associated with school climate in elementary, middle, and high schools,” Teach. Teach. Educ., vol. 63, pp. 372–383, 2017, doi: 10.1016/j.tate.2017.01.012.
Copyright (c) 2025 Heri Maulana, Hadi Saputra Panggabean
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of social knowledge education (JSKE) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
