Religious Moderation and Its Relevance to Islamic Education in Higher Education Institutions

Abstract

This study explores the application of religious moderation principles within Islamic education at a state polytechnic campus. Using a qualitative approach, data were collected through observations, interviews, and document analysis to examine how Islamic education courses incorporate the values of tolerance, inclusivity, and anti-radicalism. The findings reveal that religious moderation is embedded in the curriculum through the promotion of critical thinking, respect for diversity, and community engagement activities. However, challenges such as the varying levels of students’ prior knowledge and attitudes toward moderation necessitate continuous efforts in fostering an inclusive and balanced understanding of Islam. This research highlights the significant role of higher education institutions, especially polytechnics, in preparing students to navigate a pluralistic society while maintaining religious integrity and promoting social harmony. The implications of these findings underscore the need for tailored educational strategies that align with the unique characteristics of polytechnic students and their future professional roles.