Developing A Religious Moderation Framework In Islamic and Catholic Secondary Schools: A Comparative Case Study In Indonesia
DOI:
https://doi.org/10.15575/jipai.v6i1.54422Abstract
Religious moderation has become a strategic priority in Indonesia's efforts to strengthen social cohesion within its religiously diverse society. Although faith-based schools play a significant role in shaping students' religious attitudes and civic values, comparative research examining how different religious traditions operationalize religious moderation remains limited. This study investigates the implementation of religious moderation in two faith-based secondary schools in Jember, East Java: SMA Muhammadiyah 3 Jember and SMAK Santo Paulus Jember. Employing a qualitative comparative case study design, data were collected through semi-structured interviews with 31 participants, participant observations, and document analysis conducted over six months. The findings reveal that both schools promote religious moderation through distinct theological foundations. SMA Muhammadiyah 3 emphasizes the Islamic principles of wasatiyyah, rahmatan lil-'alamin, and multiple forms of ukhuwah, whereas SMAK Santo Paulus draws upon Catholic social teaching, MSC spirituality, and interreligious dialogue. Despite these differences, both institutions demonstrate convergent commitments to tolerance, critical religious literacy, civic responsibility, and interfaith cooperation. Comparative analysis led to the development of a five-dimensional framework of religious moderation in faith-based education consisting of theological grounding, curricular integration, pedagogical innovation, institutional culture, and community partnership. The study contributes to the literature by demonstrating that strong confessional identity and pluralistic engagement are not mutually exclusive but can be mutually reinforcing when supported by moderate theological interpretations and inclusive educational practices. The proposed framework offers a transferable model for educators and policymakers seeking to strengthen religious moderation while preserving religious authenticity in diverse educational settings.
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