Bagus Farhan Khafifi, Dewi Anggraeni

Penerapan Nilai Islam Moderat melalui Pembelajaran Ke-Nu-an dalam Mewujudkan Sikap Moderat Peserta Didik

Introduction

Penerapan nilai islam moderat melalui pembelajaran ke-nu-an dalam mewujudkan sikap moderat peserta didik. Penelitian di MTs Ma'arif NU 05 Majasari menunjukkan penerapan nilai Islam moderat melalui pembelajaran Ke-Nu-an efektif membentuk sikap moderat peserta didik, melawan radikalisme.

Abstract

Radicalism makes religion a propaganda tool for social change or drastic political reform by using violent means. The value of moderate Islam is important to be applied to realize the moderate attitude of students. The research was conducted using an approach with the type of field research at MTs Ma'arif NU 05 Majasari which is one of the educational institutions under NU, has a spirit in realizing moderate Islam. The results of this study reveal that; 1) the formation of moderate attitudes begins with a moderate understanding of Islam in line with the values of Islam Rahmatan lil Alamin, 2) Ke-NU-an learning contains the content of moderate Islamic values taught, namely tawasuth, tawazun, i'tidal, and tasamuh. The learning process is not only taught theoretically but also applicatively through practices that are in line with the value of religious moderation, Students' moderate character formation is carried out not only in learning but also through extracurricular activities, religious habituation, group learning strategies, exemplary approaches, motivation and compassion. This research makes a real contribution to the development of an educational model that is able to produce young people who are ready to face global challenges with a moderate attitude through specialty curriculum content.

Review

This paper presents a timely and relevant investigation into the application of moderate Islamic values within an educational framework to counter radicalism. By focusing on "Ke-NU-an" learning at MTs Ma'arif NU 05 Majasari, the research leverages a context inherently aligned with moderate Islamic principles. The study successfully identifies a multi-pronged approach to fostering moderate attitudes, beginning with a foundational understanding of Islam (Rahmatan lil Alamin) and extending into the practical teaching of key values such as *tawasuth, tawazun, i'tidal*, and *tasamuh*. The findings indicate that character formation is not merely theoretical but deeply embedded in practical application, extracurricular activities, religious habituation, and various pedagogical strategies. A significant strength of this research lies in its clear articulation of an actionable educational model. The abstract effectively conveys that the inculcation of moderate values transcends traditional classroom learning, incorporating exemplary approaches, motivation, and compassion to shape students' character. This holistic strategy, rooted in a specialty curriculum, offers a robust framework for educational institutions seeking to develop young individuals equipped with moderate attitudes to navigate global challenges. The explicit connection between the curriculum content and the desired student outcomes makes a compelling case for the efficacy of such targeted educational interventions. While the abstract provides a strong overview of the study's purpose and findings, the full paper would benefit from a more detailed elaboration on the specific methodologies employed to assess the impact on student attitudes. Further insights into the observed changes in student behavior or understanding, perhaps through qualitative data like student reflections or teacher observations, would strengthen the empirical evidence for the "real contribution" claimed. Additionally, a discussion on potential challenges encountered during implementation and strategies to overcome them would add valuable practical dimension to this otherwise insightful and important work.

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