STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM INTERNALISASI NILAI-NILAI MODERASI BERAGAMA UNTUK MENUMBUHKAN SIKAP INKLUSIF SISWA DI SMAN 1

Abstract

This study aims to analyze the strategies used by Islamic Religious Education teachers in internalizing the values of religious moderation to foster students’ inclusive attitudes at SMAN 1 Pamekasan. This research is motivated by the increasing issues of intolerance, radicalism, and the weakening of mutual respect among students in multicultural societies, which indicates the urgency of strengthening religious moderation through education. The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation involving Islamic Religious Education teachers, school leaders, and students. The data were analyzed interactively through data condensation, data presentation, and conclusion drawing, while the validity of the data was tested through source, technique, and time triangulation. The findings revealed that Islamic Religious Education teachers implemented several strategies in internalizing religious moderation values, including providing guidance and mentoring, applying exemplary behavior, implementing problem-based learning, establishing habituation programs, and fostering effective communication in the learning process. In addition, teachers also provided inclusive learning spaces for non-Muslim students as a form of respect for religious differences. These strategies positively contributed to the development of students’ inclusive attitudes, reflected in harmonious social interactions, tolerance, mutual respect, openness toward differences, and the ability to coexist peacefully within the school environment. Therefore, the role of Islamic Religious Education teachers is considered strategic in strengthening religious moderation and shaping inclusive student character in multicultural educational settings.