Towards Harmony in Religious Education: Integrating Moderate Islamic Values through the Three Centers of Education
DOI:
https://doi.org/10.37134/firdaus.vol4.1.2.2024Keywords:
Internalization, Moderate Islamic Values, PAI learning, Tricentral EducationAbstract
This research aims to examine the internalization of moderate Islamic values in Islamic Religious Education (PAI) learning through the collaboration of tri-center education at MI Kalifa Nusantara and Al-Hijriyah Elementary School. The method used is a descriptive qualitative approach with a case study type. Data collection was carried out through observation, interviews, and documentation. The results of the research show that both educational institutions internalize moderate Islamic values, including moderation (tawassuth), tolerance (tasammuh), fairness (i'tidal), balance (tawazzun), purification (tajrid), renewal (tajdid), honesty (shidiq), and deliberation (shura). The internalization process is carried out through three stages, namely value transformation, value transactions, and value transinternalization using various methods such as lectures, discussions, examples, habituation, supervision, and evaluation. The implications of internalizing moderate Islamic values can be seen in students' attitudes and behavior which reflect the embodiment of ukhuwah Islamiyah, ukhuwah basyariyah, and ukhuwah wathaniyah at MI Kalifa Nusantara, as well as understanding Islam as din al-hadharah at Al-Hijriyah Elementary School. However, this internalization process needs to be carried out sustainably and consistently by involving synergy between schools, families, and communities. This research provides an important contribution to the discourse on the internalization of moderate Islamic values in PAI learning, although further research with a broader scope is needed. Ultimately, the internalization of moderate Islamic values requires support from all elements of society to build an Islamic civilization that is rahmatan lil 'alamin.
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