PRAKTIK PEMBELAJARAN BERBASIS MODERAT-PAI BAGI ANAK PMI DI COMMUNITY LEARNING CENTER
DOI:
https://doi.org/10.23969/jp.v11i03.66425Keywords:
Islamic Religious Education, Religious Moderation, Migrant Education, Community Learning Center, Lived Religion.Abstract
Religious education in multicultural settings requires learning practices that connect religious knowledge with students’ everyday social experiences. This study examines Islamic Religious Education (PAI) in a Community Learning Center (CLC) serving Indonesian migrant workers’ children in Sabah, Malaysia, focusing on how religious diversity is addressed in classroom practices and how pedagogical principles for strengthening religious moderation can be formulated. A qualitative approach with a single case study design was employed. Data were collected through classroom observations, semi-structured interviews with five PAI teachers and 30 students, and document analysis. Data were analyzed through data condensation, data display, and conclusion drawing and verification, supported by source and technique triangulation. The findings reveal three interrelated conditions: PAI remains largely oriented toward explanation, memorization, and written exercises; students’ diverse ethnic, cultural, and religious experiences are not yet consistently incorporated into learning activities; and teachers face pedagogical and contextual constraints in facilitating dialogue, collaboration, and sensitive religious issues. These conditions limit opportunities for students to connect religious knowledge with social experiences and develop inclusive responses to diversity. Based on these findings, the study formulates six pedagogical principles for the conceptual development of MODERAT-PAI: contextual-reflective learning, structured dialogue, collaborative learning, experiential learning, teachers as facilitators and mediators, and connecting religious knowledge with everyday life through a lived religion perspective. MODERAT-PAI is positioned as an empirically grounded conceptual construction that requires further development and empirical validation. The study contributes to discussions on religious education and moderation in migrant and transnational educational contexts.
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