Strengthening Religious Moderation Through Islamic Religious Education: The Role Of Islamic Religious Education Teachers For Generation Z
DOI:
https://doi.org/10.33751/jhss.v10i1.36Keywords:
Religious Moderation, Islamic Religious Education, IRE Teachers, Generation Z, Moderate Islamic EducationAbstract
Strengthening religious moderation is a national strategic agenda in responding to the reality of religious, cultural, and social identity pluralism in Indonesia. Islamic Religious Education (IRE) plays an important role in internalizing the values of religious moderation, particularly among Generation Z, who grow up in a digital ecosystem characterized by openness and critical thinking, yet remain vulnerable to exclusive and radical religious narratives. This article aims to systematically examine scholarly literature related to strengthening religious moderation through Islamic Religious Education, focusing on the concept of religious moderation, the characteristics of Generation Z and their challenges, the strategic role of Islamic Religious Education teachers, as well as concrete forms and strategies for implementing religious moderation in educational environments. This study employs a qualitative approach using a library research method, analyzing accredited national journal articles indexed in SINTA, reputable international journals, as well as relevant books and official policy documents. Data analysis was conducted using content analysis techniques, including data reduction, thematic categorization, synthesis, and conclusion drawing. The findings indicate that Islamic Religious Education teachers play a strategic role as educators of moderation values, role models (qudwah hasanah), facilitators of dialogue across differences, and agents of education-based deradicalization. Effective strengthening of religious moderation requires the integration of teacher exemplarity, value habituation, innovative pedagogical approaches, the wise use of digital technology, and continuous professional capacity development. This article is expected to contribute both theoretically and practically to the development of Islamic Religious Education oriented toward the formation of a moderate, tolerant, and civilized Muslim generation.
References
Abbas, A., Rahman, M., & Sulaiman, I. (2022). Strengthening Islamic education in the digital era: Challenges and opportunities. Journal of Islamic Education Studies, 10(2), 145–160.
[2] Abdullah, M., Hidayat, A., & Nurhayati, S. (2020). Development of integrated spiritual, moral, and scientific (SMS) Islamic education instructional materials for high school students. Journal of Social Studies Education Research, 11(2), 1–28.
[3] Agustina, N., Zaini, R., Hotimah, F., & Gajah, N. B. (2025). Strategies for strengthening religious moderation through Islamic religious education and character education in elementary schools. Ahdaf: Journal of Islamic Religious Education, 3(1), 36–48.
[4] Aprilia, R., Apriadi, D., & Afiarini, A. (2023). Digital learning preferences of Generation Z students. International Journal of Instruction, 16(3), 225–240.
[5] Azizah, N., Rohman, M., & Sinar, T. (2024). Islamic religious education and student character development in the global era. Al-Musannif: Education and Teacher Training Studies, 6(2), 83–96.
[6] Faqihuddin, A. (2021). Friendly Islam and religious moderation: Theological reflections and educational praxis. Studia Islamika, 28(3), 467–489.
[7] Fatah, Z. (2025). Strategies of Islamic education teachers in shaping the religious character of Generation Z in the digital age. Muallimun: Journal of Education and Teaching Studies, 5(1), 118–132.
[8] Hayati, Z., Putra, I. F., & Subarkah, M. A. (2025). The development of moderate Islam in Indonesia from the perspective of religious moderation education. Masterpiece: Journal of Islamic Studies and Social Sciences, 3(2), 258–270.
[9] Ministry of Religious Affairs of the Republic of Indonesia. (2022). Roadmap for strengthening religious moderation 2020–2024.
[10] Maliki, A., Pristasya, R., & Rohman, F. (2024). Learning behavior of Generation Z in religious education classrooms. Journal of Education and Learning, 18(1), 55–68.
[11] Novianto, A. (2021). Nusantara Islamic moderation in the context of nationality. Al-Tahrir: Journal of Islamic Thought, 21(1), 89–110.
[12] Putra, R. A., Zuhri, M., & Sari, D. P. (2023). Social media and religious understanding among Muslim youth. Journal of Religion and Society, 25(2), 201–218.
[13] Rahman, M., Silmy, N., & Ardiyanti, E. (2022). Digital native students and the challenge of religious education. International Journal of Educational Research Review, 7(4), 412–420.
[14] Serevinna Dewita, S. (2023). Religious moderation education and the prevention of radicalism in schools. Journal of Islamic Education Policy, 5(2), 145–159.
[15] Wahid, A. (2024). Religious moderation and multicultural education in Indonesia. Journal of Indonesian Islam, 18(1), 1–20
