STRATEGIES OF ISLAMIC EDUCATION TEACHERS IN PROMOTING RELIGIOUS MODERATION AMONG MADRASAH STUDENTS IN THE DIGITAL AGE

Abstract

This study examined the strategies applied by Islamic Religious Education (PAI) teachers to promote religious moderation among madrasah students in the digital era. The research was motivated by the increasing exposure of students to religious information via digital media, which often does not align with the principles of religious moderation and may influence students’ religious attitudes. A qualitative case study approach was applied, focusing on two madrasah in Garut Regency between June and August 2025. Participants included 10 PAI teachers, 20 students, and 2 madrasah principals. Data collection methods comprised in-depth interviews, participatory observation, and document analysis, with data analyzed using the Miles, Huberman, and Saldaña model of data reduction, data display, and conclusion drawing. The study identified four primary strategies: (1) leveraging social media to disseminate positive content on religious moderation, (2) implementing discussion-based learning to foster open dialogue, (3) modeling moderate attitudes and behaviors by teachers, and (4) integrating moderation values into lesson plans (RPP). Supporting factors included the availability of information technology resources and teacher training, while inhibiting factors encompass low digital literacy, exposure to negative online content, and students’ limited concern due to a lack of role models in their environment. These results highlighted the necessity of integrating pedagogical strategies with supportive educational environments to enhance students’ religious moderation in the digital era