Author: Sirli Amry., Editor: Noorma
In the ever-evolving global dynamics, religious issues are a major concern in many circles. Islam, as one of the most influential religions in the world, not only plays a role in spiritual aspects, but also in the social, political and economic life of society. However, in recent decades, Islam has often been associated with negative stereotypes, especially related to extremism and radicalism, which has led to the need for a deeper understanding of its teachings. In this context, religious moderation becomes increasingly important, as it emphasizes balance in religion without falling into extremes or ignoring fundamental values. Islam itself teaches the principle of wasatiyyah or the middle way, which serves as a guide in applying religious teachings in a moderate and inclusive manner in everyday life.
However, in the midst of efforts to promote religious moderation, there is still a contradictory phenomenon. Several studies show that there are still many students who are exposed to radicalism, both through social environments and digital media. Reporting from detik.com shows research by the Student Creativity Program (PKM) Research Team of the Indonesian Education University (UPI) which shows that 44 percent of 100 high school students in Bandung City are indicated to have a tendency towards radicalism. One of the factors causing exposure to radicalism in students is the influence of globalization (Nugroho, 2024). In the era of globalization that offers easy access to various information, there is often content that contains elements of violence and intolerance without adequate filtering. Research conducted by Ghifari revealed that in 2011, Kemenkominfo together with PBNU had blocked 300 out of 900 sites containing radical content. This certainly endangers the nation’s generation who use social media almost every day.
In facing the challenges of the spread of radicalism in the digital era, schools as educational institutions have a great responsibility in building a strong foundation for students to have a moderate understanding of religion. The integration of religious moderation values in the school environment is a strategic step to equip students with inclusive and tolerant Islamic insights. This can be done through various approaches, such as strengthening the curriculum, interactive learning methods, and the active role of teachers in guiding students to understand religious teachings with a balanced perspective. Thus, schools are not only a place for knowledge transfer, but also a space for character building that can instill mutual respect and keep students away from extreme ideologies that can threaten social harmony.
The Concept of Religious Moderation
Religious moderation refers to the practice of embracing a balanced and respectful approach to different faiths, avoiding extremes and fostering dialogue. It encourages individuals to appreciate the values and beliefs of others while maintaining their own faith. In a multicultural society, religious moderation is crucial for peaceful coexistence and social harmony. By teaching students about religious moderation, educators can help them develop critical thinking skills, empathy, and respect for diversity.
In the context of education, schools have a strategic role in shaping the character of students to be moderate, not radical. The formation of this moderate character can be done by starting to introduce the values of religious moderation to students. Through this character formation process, education in schools not only plays a role in providing an understanding of contextual knowledge and religious teachings, but also in forming the next generation of the nation who can understand, absorb, and apply a moderate attitude in religion in order to create a peaceful and harmonious society. In other words, education in schools can create a moderate generation that is inclusive in community life.
The Role of English Language Education
The integration of religious moderation in language learning plays an important role in shaping an inclusive, tolerant and critical mindset in communication. Language learning is not only about teaching language skills, but also a means to instill values of diversity and respect for differences. Through texts, discourses, and interactions in learning, students can be introduced to the use of polite, non-discriminatory language, and be able to convey ideas in a moderate way. In addition, language education based on Islamic values serves as a means to introduce students to moderate Islamic teachings while equipping them with language skills that are essential in global communication (Herlinda & Yakoh, 2024). This approach not only supports the mastery of language skills, but also instills the values of tolerance and peace in Islamic teachings, which in turn can strengthen students’ religious moderation.
- Curriculum Integration
Designing a curriculum that integrates the principles of religious moderation in elementary schools requires a systematic approach. The first step is to set clear learning objectives, such as fostering tolerance and understanding of religious differences among students. A needs analysis is conducted to understand students’ backgrounds and the challenges that may be faced in teaching religious moderation. The competency standards and teaching materials should be designed objectively with interactive methods that are appropriate to the age of the students. In addition, integration with other subjects such as Civic Education and Religious Education is an important factor in ensuring effective learning.
- Critical Thinking and Discussion
In language learning, integrating religious moderation is not only fixated on integration into texts or teaching materials, but also must be able to involve students starting from the selection of appropriate materials, presentation of interesting materials, active activities and students like. In the learning process, teachers must play an active role in involving students through discussions, questions and answers, and group work, by emphasizing the value of togetherness and tolerance (Pelu et al., 2022). Through discussion and question and answer, students will learn to give their opinions and respect each other’s different opinions. In addition, open discussions can also foster students’ critical thinking (Umar et al., 2024). Critical thinking that grows in students will facilitate the achievement of learning objectives, especially in integrating religious moderation values.
- Extracurricular Activities and Collaborative Projects
Religious Moderation can be integrated into extracurricular activities, for example in language extracurricular activities. Teachers can use language extracurriculars as a place to introduce moderation values to students. This can be done by inviting students to learn not only in the classroom, but outside the classroom. Learning activities outside the classroom can be done by inviting students to visit different places of worship. During the visit to other houses of worship, the teacher can ask students to observe their surroundings and record what they find during the visit. After they write down whatever they find during the visit, ask them to translate it into English. Through these activities, students not only meet their classmates, but students will get to know diversity, from here an attitude of respect for differences will be formed in students, and then the attitude of multiculturalism will be embedded in them (Salsabila et al., 2024).
The Impact of Teaching Religious Moderation
Teaching religious moderation in English language education can have a profound impact on students’ attitudes and behaviors. By instilling values of tolerance and respect, educators can help students become more empathetic individuals who appreciate diversity. This, in turn, can lead to a more harmonious school environment and contribute to the broader goal of social cohesion in society.
- Instilling the Value of Tolerance and Harmony in diversity
The integration of religious moderation values in English learning can support the improvement of students’ skills in reading, writing, listening and speaking more effectively. In the context of multicultural Indonesia, language not only functions as a communication tool, but also as a medium to understand cultural and religious differences. By incorporating the values of moderation, students are invited to see differences as a wealth, not a threat. In addition, the application of these values also contributes to building an inclusive learning environment that respects diversity (tolerance), thus having a positive impact on students’ intellectual and moral development (Pamungkas, 2024). This helps to create a generation that is more open, respectful of others’ views, and able to coexist peacefully.
- Fostering Communication in Global Citizenship
English language learning that integrates the value of religious moderation helps students develop balanced and thoughtful communication skills. They learn to express their opinions in a polite way, avoid provocative words, and understand the cultural and religious context of the other person. These skills are especially important in the era of globalization, where intercultural and religious interactions are increasingly intense. Thus, students are not only proficient in language, but also able to become agents of peace in society.
Conclusion
The cultivation of religious moderation values is the right step to counteract the issue of radicalism among students, especially in the era of globalization that is vulnerable to radical exposure. Integrating the values of religious moderation requires the role and contribution of various parties, including parents, teachers, and schools. Through the cultivation of moderate attitudes, students will become more understanding and understanding of the importance of respecting differences in diversity. Not only that, a moderate character also helps students in thinking rationally that does not discriminate against each other. This does not only apply to religious differences but mutual respect in various differences that exist.
Bibliography
Herlinda, & Yakoh, M. (2024). Pendekatan Pembelajaran Bahasa Inggris Berbasis Islam Dalam Meningkatkan Sikap Moderasi Beragama Di Smk Madinatul Ulum Jember. FAJAR: Jurnal Pendidikan Islam, 4(2), 487–504.
Nugroho, A. (2024). Proses Penyebaran Paham Radikalisme Di Kalangan Gen Z. Jurnal Post. https://jurnalpost.com/read/proses-penyebaran-paham-radikalisme-di-kalangan-gen-z/17016/
Pamungkas, Z. B. (2024). Integrasi Nilai-Nilai Moderasi Abatrak : Abstract : 4(2), 1–24.
Pelu, H., Nur, N., Diklat, W. B., & Makassar, K. (2022). Penerapan Moderasi Beragama Dalam Pembelajaran Bahasa Inggris Di Madrasah Applying Religious Moderation in Learniing English At Madrasah. Jurnal Educandum, 8(2), 242–254.
Salsabila, S., Sutomo, S., & Rinenggo, A. (2024). Implementation of Moderation of Religious Life in State Senior High School 12 Semarang City. 3, 77–86.
Umar, Muhammad Aulia Taufiqi, & M Bambang Purwanto. (2024). Promoting Religious Moderation through English Language Teaching: Strategies and Challenges in Islamic Educational Settings. ETERNAL (English Teaching Journal), 15(2), 192–202. https://doi.org/10.26877/eternal.v15i2.443