Rama Armedi, Ilham Fawazi, Raihan Retriansyah Dilapanga, Harits Ibadurrahman, Namlul Wadi

Relevansi Pendidikan Agama Islam dengan Moderasi Beragama dan Radikalisme

Introduction

Relevansi pendidikan agama islam dengan moderasi beragama dan radikalisme. Analisis relevansi Pendidikan Agama Islam (PAI) dengan moderasi beragama dan pencegahan radikalisme di sekolah Indonesia. PAI krusial menanamkan nilai toleransi & harmoni.

Abstract

The phenomenon of radicalism has become a significant issue in Indonesia, as it can disrupt the harmonious order of life in a diverse society. Radicalism not only occurs in the wider community but has also begun to penetrate the school environment. This study aims to analyze the relevance of Islamic Religious Education (PAI) to religious moderation and radicalism. This research is conducted through a literature review. This study will analyze related literature by identifying research gaps that need to be examined in Islamic education. The results show that Islamic Religious Education plays a crucial role in instilling values ​​based on religious moderation in the school environment. Islamic Religious Education also plays a significant role in preventing radicalism, namely by actualizing the Ministry of Religious Affairs' programs with the values ​​of religious moderation. This research contributes by providing a new perspective on the relevance of Islamic Religious Education to religious moderation and radicalism in Indonesia.

Review

This paper, "Relevansi Pendidikan Agama Islam dengan Moderasi Beragama dan Radikalisme," addresses a highly pertinent and critical issue within Indonesian society: the growing concern of radicalism, particularly its penetration into educational environments. The study aims to analyze the essential connection between Islamic Religious Education (PAI) and the promotion of religious moderation while simultaneously combating radicalism. Employing a literature review methodology, the abstract indicates that PAI plays a crucial dual role in both instilling values of moderation and preventing radical ideologies, notably through the actualization of Ministry of Religious Affairs programs. The research topic itself is commendably timely and significant, reflecting a pressing societal challenge in a diverse nation like Indonesia. The proposed contribution of offering a "new perspective" on PAI's relevance to these critical themes is intriguing and suggests the potential for valuable insights into effective educational strategies. The explicit mention of actualizing Ministry of Religious Affairs programs indicates a practical orientation, aiming to bridge theoretical understanding with tangible interventions. If executed rigorously, this work could provide a robust synthesis of existing knowledge, highlighting areas where PAI can be strategically leveraged to foster a more tolerant and inclusive society. While the topic is strong, the abstract would benefit from greater specificity regarding its methodological execution and the nature of its contribution. As a literature review, clarity on the scope, databases searched, inclusion criteria, and analytical framework used to synthesize the literature and identify "research gaps" would strengthen confidence in its rigor. Furthermore, the claim of providing a "new perspective" requires more elaboration; what specific aspect or framework differentiates this synthesis from previous work? A more detailed preview of the key mechanisms through which PAI instills moderation and prevents radicalism, beyond simply "actualizing programs," would also enhance the abstract. For instance, what specific PAI content, pedagogical approaches, or curriculum reforms are identified as particularly effective? Addressing these points in the full paper will be crucial for the study to fully deliver on its promising premise and contribute meaningfully to both academic discourse and practical policy.

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