Religious Moderation in Islamic Education
A Conceptual Framework and Systematic Literature Review
DOI:
https://doi.org/10.15575/jaqfi.v11i2.58712Keywords:
Religious Moderation, philosophy of education, Islamic Education, Wasatiyyah, Systematic Literature ReviewAbstract
AbstractIn an era of increasing socio-religious polarization, Islamic education is frequently scrutinized as either a catalyst for peace or a site of ideological conservatism. While "Religious Moderation" (Wasatiyyah) has been institutionalized as a national priority in Indonesia, a systematic mapping of its conceptual and pedagogical framework remains fragmented. This study aims to synthesize contemporary scholarly discourse to formulate a comprehensive conceptual framework for religious moderation in Islamic education. Following the PRISMA 2020 guidelines, a Systematic Literature Review (SLR) was conducted on 55 high-quality articles published between 2015 and 2025, harvested from Scopus, Web of Science, and SINTA databases. The thematic synthesis reveals that successful moderation emerges from a triadic synergy: (1) Substantive Curriculum through critical hermeneutics; (2) Authentic Teacher Agency shifting from authoritarian to dialogic mediators; and (3) a Permeable School Ecosystem that integrates digital literacy. The findings suggest that moderation should be treated as a cognitive competency (cognitive flexibility) rather than a mere defensive policy. This study provides a theoretical roadmap for transforming Islamic education into a bastion of inclusive pluralism and intellectual maturity in a globalized world.
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