PERAN GURU DALAM MENANAMKAN MODERASI BERAGAMA DI MA ANDALUSIA SUKOHARJO WONOSOBO

Abstract

This study aims to analyze the role of teachers in instilling religious moderation at MA Andalusia Sukoharjo, in order to build tolerance and an inclusive understanding of religion among students. This research employs a descriptive qualitative approach, with data collection through observations, in-depth interviews, and documentation. The data analysis technique used is thematic analysis, which allows for the identification of key themes related to the role of teachers in promoting religious moderation within the school environment. This study is grounded in the theory of religious moderation, which emphasizes values of tolerance, respect for differences, and interfaith understanding. This theory is relevant in the context of education, where teachers have a significant responsibility in instilling moderate values in students as future leaders. Additionally, a value-based pedagogy approach is employed to understand how value-oriented teaching strategies are applied in the learning process. The findings reveal that teachers at MA Andalusia Sukoharjo play a significant role in instilling religious moderation through the integration of subject matter, interactive dialogues, and extracurricular activities that focus on inclusive values. Teachers also play a role in countering potential radicalism through supervision and intensive guidance for students. The academic contribution (novelty) of this research lies in the development of a religious moderation learning model based on active interaction between teachers and students within the formal educational context. As a recommendation, it is necessary to provide training and capacity building for teachers in moderation-based teaching methods, as well as to strengthen collaboration with religious institutions and the community to support the ongoing implementation of religious moderation programs.