The Role of Islamic Religious Education Teachers as Agents of Religious Moderation in Schools

Abstract

Religious moderation is a strategic approach to building a tolerant, inclusive, and harmonious school environment amidst the diversity of religions, cultures, and social backgrounds of students. Schools not only function as spaces for transferring knowledge but also as important environments for shaping students' religious attitudes that are balanced, open, and respectful of differences. In this context, Islamic Religious Education (PAI) teachers hold a strategic position as educators and agents who internalize the values ​​of religious moderation through the learning process and school life. This study aims to analyze the role of PAI teachers as agents of religious moderation in schools and identify strategies used to instill the values ​​of tolerance, justice, balance, respect for differences, and anti-violence attitudes in students. This study uses a qualitative approach with a case study design. Data were collected through semi-structured interviews, observations of the learning process and school activities, and documentation related to the implementation of religious moderation. Data were analyzed thematically through the stages of data condensation, theme grouping, data presentation, interpretation, and conclusion drawing. The results of the study indicate that Islamic Religious Education teachers act as value educators, role models for religious diversity, dialogue facilitators, mediators in dealing with differences, and drivers of an inclusive school culture. The implications of the study indicate that strengthening the capacity of Islamic Religious Education teachers, integrating the value of moderation into learning, and collaboration between schools, families, and the community are necessary to build an educational ecosystem capable of preventing intolerance and strengthening a peaceful and inclusive religious life.