Internalization of Religious Moderation Values in Islamic Religious Education Learning at Madrasah Aliyah through Teacher Practices and Student Responses

Abstract

This study aims to understand the internalization process of religious moderation values in Islamic Religious Education learning at MAN 1 Banyumas, Banyumas Regency, Central Java Province. The study addresses the need to examine how moderation values are not only taught as concepts, but also practiced through teacher interaction, classroom dialogue, school culture, and students’ daily experiences. This research used a qualitative approach with a case study design. Data were collected from November 2025 to February 2026 through semi-structured interviews, classroom observations, and documentation. The participants consisted of 24 informants, including Islamic Religious Education teachers, madrasah leaders, a religious activity supervisor, and students from grades X, XI, and XII. The data were analyzed using thematic analysis. The findings show five main categories: dialogical learning practices, teacher role modeling, students’ reflective responses, implementation challenges, and institutional support. The study found that students understood religious moderation more deeply when teachers connected Islamic teachings with concrete social experiences, respectful discussion, and consistent school habituation. However, the internalization process faced challenges related to limited learning time, varied religious literacy, digital religious content, and the absence of clear assessment indicators. This study contributes to Islamic education by positioning religious moderation as a lived pedagogical process. It implies that madrasahs need to strengthen teacher capacity, digital religious literacy, and reflective assessment to support the formation of moderate, tolerant, and socially responsible students.