INTERNALIZING MODERATE ISLAMIC VALUES IN ISLAMIC RELIGIOUS EDUCATION LEARNING TO STRENGTHEN STUDENTS’ RELIGIOUS TOLERANCE IN THE DIGITAL SOCIETY

Abstract

This study aims to analyze the internalization of moderate Islamic values in Islamic Religious Education learning to strengthen students’ religious tolerance in the digital society. The background of this study is based on the increasing complexity of religious life in the digital era, where students are exposed to various religious narratives through social media, online platforms, and digital communities. Without adequate religious literacy and critical thinking skills, students may easily be influenced by exclusive, intolerant, or radical religious interpretations. Therefore, Islamic Religious Education has a strategic role in cultivating moderate Islamic values such as tawassut, tawazun, i‘tidal, tasamuh, shura, ishlah, and respect for diversity. This study uses a qualitative library research method by examining relevant books, journal articles, and educational documents related to Islamic moderation, religious tolerance, and Islamic Religious Education learning. The findings show that the internalization of moderate Islamic values can be implemented through curriculum integration, contextual learning, dialogical classroom interaction, exemplary teacher behavior, digital literacy strengthening, and reflective religious activities. Islamic Religious Education should not only transfer religious knowledge, but also shape students’ attitudes, ethics, and social responsibility in plural society. The study concludes that moderate Islamic values are essential in strengthening students’ religious tolerance, especially in facing the challenges of the digital society.