Internalisasi Nilai Moderasi Beragama melalui Pembelajaran Pendidikan Agama Islam pada Era Digital

Abstract

The rapid development of digital technology has transformed learning practices and the way students access religious knowledge. Easy access to digital information provides significant opportunities to improve the quality of Islamic Religious Education (IRE), while simultaneously presenting challenges such as the spread of unverified religious content, intolerance, radicalism, and limited digital literacy. These conditions require Islamic Religious Education to focus not only on developing students' religious knowledge but also on internalizing the values of religious moderation to foster tolerance, inclusiveness, and peaceful coexistence within a multicultural society. This study aimed to analyze the internalization of religious moderation values through Islamic Religious Education in the digital era, identify the instructional strategies employed by teachers, and examine the supporting and inhibiting factors influencing its implementation. The study employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals, Islamic Religious Education teachers, and students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that the internalization of religious moderation values has been implemented through the integration of moderation principles into lesson planning, instructional activities, and learning evaluation. The process is strengthened through teachers' role modelling, school cultural habituation, and the appropriate use of digital media. The four core indicators of religious moderation—national commitment, tolerance, anti-violence, and accommodation of local culture—were reflected in students' attitudes and daily behavior. Nevertheless, challenges remain due to the influence of social media, inadequate digital literacy, and limited instructional time. Therefore, stronger collaboration among schools, families, and communities is essential to optimize the sustainable internalization of religious moderation values in the digital era.