Hikma Apriyani, Agus Pahrudin, Husnilawati, Yuli Yanti, Achi Rinaldi , Ali Murtadho

Managerial Strategies of Islamic Education Teachers in Implementing Religious Moderation in Educational Institution

Introduction

Managerial strategies of islamic education teachers in implementing religious moderation in educational institution. Explore managerial strategies Islamic education teachers use to implement religious moderation, fostering balance, tolerance, and inclusion via curriculum, training, and school policies.

Abstract

The purpose of this research is to study the management methods used by Islamic Religious Education (PAI) teachers at SMKN 2 Bandar Lampung when implementing the values of religious moderation. The method of religious moderation emphasizes balance, tolerance, and an inclusive attitude in religious life. The researchers examined the role of PAI teachers as controllers in incorporating moderation values into the learning and school culture. They do this by using a qualitative case study approach. Observation, documentation, and in-depth interviews were used in the data collection process. The results show that PAI teachers at SMKN 2 Bandar Lampung use managerial strategies such as continuous value-based evaluation, internal teacher training, inclusive lesson planning, and cross-subject collaboration. Success is supported by the enhancement of the religious moderation curriculum, teacher training, and inclusive school policies. This research also applies a systems approach in educational management, considering the interaction between input, process, and output in moderate educational practices. The research results contribute to the development of contemporary Islamic education management theory and adaptive religious education policy practices. This research suggests that teachers should be strengthened with competency-based training and evaluation to implement the values of religious moderation in vocational schools.

Review

This article addresses a highly pertinent and timely topic: the managerial strategies employed by Islamic Religious Education (PAI) teachers to implement religious moderation within educational institutions. The focus on fostering values of balance, tolerance, and inclusivity through the actions of PAI teachers is particularly relevant in contemporary educational discourse. By adopting a qualitative case study approach at SMKN 2 Bandar Lampung, the research promises an in-depth examination of how these critical values are integrated into both learning processes and broader school culture, offering valuable insights into practical implementation. The methodology, comprising observation, documentation, and in-depth interviews, appears well-suited to exploring the nuanced strategies employed by teachers. The abstract clearly articulates key findings, identifying specific managerial strategies such as continuous value-based evaluation, internal teacher training, inclusive lesson planning, and cross-subject collaboration. Moreover, the research highlights essential supporting factors like curriculum enhancement and inclusive school policies, while also grounding its analysis in a systems approach to educational management. This multi-faceted perspective, considering inputs, processes, and outputs, provides a comprehensive understanding of the dynamics involved in promoting moderate religious practices within a school environment. The study's contribution to contemporary Islamic education management theory and adaptive religious education policy practices is noteworthy, offering a practical framework that could inform similar initiatives in other contexts. While the focused nature of a single case study provides rich detail, exploring the generalizability of these strategies across diverse vocational settings could be an area for future research. The concluding recommendation for strengthening teachers through competency-based training and evaluation is a pragmatic and actionable outcome, directly stemming from the research findings and underscoring the vital role of professional development in successfully embedding religious moderation within vocational education.

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